DLL Template g8 2nd Quarterdone-
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dll for 2nd quarter grade 8...
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GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Grade 8
Teacher Teaching Date and Time
Learning Area
Science
.
Quarter
Second (Earth Science)
DAY:
I. OBJECTIVES A . B . C .
1. Describe what fault is and how these faults related to earthquakes. 2. Determine the extent of damage an earthquake can do in a location
particular
Content Standards
Demonstrate an understanding of the relationship between faults and earthquakes
Performance Standards
Participate in decision making on where to build structures based on knowledge of the location of active faults in the community
Learning Competencies / Objectives Write the LC code for each II. CONTENT
Explain how movements along faults generate earthquakes .
S8ES-IIa- 14 Module I: EARTHQUAKES AND FAULTS Lesson 1: EARTHQUAKES AND FAULTS (Introduction)
III. LEARNING RESOURCES A .
References 1 . 2 . 3 . 4 .
B .
Teacher's Guide Pages Learner's Materials Pages Textbook Pages Additional Materials from Learning Resource (LR) portal
LG pp. 115-122 Learners Module, DLP and PC
http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-thephilippines
Other Learning Resource IV. PROCEDURES
A .
Reviewing previous lesson or presenting the new lesson
B .
Establishing a purpose for the Lesson Presenting examples / instances of the new lesson
C .
If you recall, it was mentioned in Grade 7 that the Philippines is located along the Ring of Fire, How does this affect us? On July. 1990, a strong earthquake hit Luzon. Have you heard about it? Maybe not, because it happened before you were born. But if your parents are from Luzon, they surely know about the earthquake. It is possible that they were even affected by it. Article Reading Earthquake wreaks havoc in the Philippines More than 1,000 people are killed when a 7.7-magnitude earthquake strikes Luzon Island in the Philippines on this day in 1990. The massive tremor wreaked havoc across a sizeable portion of Luzon, the country’s largest island, with Baguio City suffering the most devastating effects. The epicenter of the quake, which struck at 4:26 p.m., was north of Manila in the Nueva Ecija province. Reports indicate that the shaking went on for nearly a full minute. Collapsing buildings were the main cause of damage and death. Getting out of a multi-story building was a good safety precaution that afternoon, although many people were injured and a few even died in stampedes of others doing the same thing. At Christian College, a six-story building completely collapsed, trapping approximately 250 students and teachers inside. Heroic rescue efforts saved many, but
some victims who did not die in the collapse were found dead later from dehydration because they were not pulled out in time.
D . E. F.
Discussing new concepts and practicing new skills #1 Discussing new concepts and practicing new skills #2 Developing mastery (Leads to Formative Assessment 3)
All types of buildings, including several resort hotels in Baguio, known as the Philippines’ Summer Capital, suffered tremendous damage. Most of the city’s 100,000 residents slept outdoors that evening and during the following week, afraid to return to their homes amid the frequent aftershocks. For days, workers pulled bodies from the demolished buildings in Baguio. The best estimate is that 1,000 bodies were eventually recovered. At least another 1,000 people suffered serious injuries. Rescue efforts were hampered severely because the three main roads into the city were blocked by landslides. Hundreds of motorists were stranded on the roads as well. Outside of Watch a video about the 2013 Earthquake in Bohol and Cebu. See the attached video file name LG1 Video1
1. Where is the epicenter of the earthquake? 2. How many individuals are affected by the earthquakes? 3. Discuss how devastating a 7.7 intensity earthquake is. Role Playing Directions: Make a 2 -3 minute role playing act showing what people do when earthquake strikes. CRITERIA RATING
G .
Finding practical applications of concepts and skills in daily living
The concept being conveyed is delivered clearly.
5
4
3
2
1
Role was played in a convincing and consistent manner.
5
4
3
2
1
Role-play was well prepared and organize.
5
4
3
2
1
Role-play captured and maintained audience interest.
5
4
3
2
1
H .
Making generalizations and abstractions about the lesson
An Earthquake is a sudden movement of the earth's crust caused by the release of stress accumulated along geologic faults or by volcanic activity which can result to destruction of properties and the loss of many lives.
I.
Evaluating Learning
Directions: Read each item carefully. Choose the letter of the correct answer. 1. When was the 7.7 Earthquake took place in the Philippines? a. 1990 b. 1991 c. 1890 d. 1891 2. Where in the Philippines this earthquake have badly hit? a. Luzon b. Mindanao c. Mindoro d. Baguio 3. Which of the following are safer in during an earthquake? a. inside the house b. outside in an open area c. inside the car d. under a tree
ans. A ans. D ans. B
4. Which agency of the government in the Philippines is monitoring the movement of the earth crust? a. PHIVOLCS b. DOST c. PAGASA d. DENR ans. A 5. It is a sudden movement of the earth's crust caused by the release of stress accumulated along geologic faults or by volcanic activity. a. typhoon b. flood c. tsunami d. earthquake ans. D J.
Additional activities for application or remediation
Cut or copy 1 newspaper clippings about Earthquakes that happens in CALABARZON Area. You can also get your news item from the internet
V. REMARKS VI. REFLECTION A. B.
C . D . E. F.
G .
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these worked? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Science
Teaching Date and Time
Quarter
Second (Earth Science)
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Describe the appearance of a fault and 2. Explain how a fault forms
Demonstrate an understanding of the relationship between faults and earthquakes Participate in decision making on where to build structures based on knowledge of the location of active faults in the community Explain how movements along faults generate earthquakes
S8ES-IIa- 14 Module I: EARTHQUAKES AND FAULTS Lesson 2: WHAT IS A FAULT?
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
TG pp.47 LM pp. 116 – 118
google.com.ph (Fault how it forms)
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
D.
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and practicing new skills #2 Developing mastery (Leads to Formative Assessment)
Why do earthquake occur? What is the relationship between earthquakes and faults? Earthquakes are associated with faults. When a fault suddenly moves, an earthquake occurs. Do you know what a fault is? Let’s do this activity to find out: Demonstrate activity in LM pp. 116-118 on A fault-y setup. What do you think is this picture?
Let’s find out if your answer is correct as we go along with our lesson.
1. What happened to the pile of sand when you moved the
sheets slowly into opposite direction? 1. 2. As you move the sheets, what formed in the sand?
F.
Picture analysis:
G.
H.
Finding practical applications of concepts and skills in daily living
Making generalizations and abstractions about the lesson
Analyze and explain the picture applying your idea of faulting. A fault is a fracture or zone of fractures between two blocks of rock. Faults allow the blocks to move relative to each other. This movement may occur rapidly, in the form of an earthquake - or may occur slowly, in the form of creep. Faults may range in length from a few millimeters to thousands of kilometers. Most faults produce repeated displacements over geologic time. Complete the paragraph by filling up the blanks with the correct words.
I.
Evaluating Learning
J.
Additional activities for application or remediation
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well?
A ___1_____ is a fracture or zone of fractures between two blocks of___2___. Faults allow the blocks to move relative to each other. This ____3______may occur rapidly, in the form of a ______4_____- or may occur slowly, in the form of creep. Faults may range in length from a few millimeters to thousands of kilometers. Most faults produce repeated ______5____over geologic time. (1.Fault; 2. rock;3. movement; 4. earthquake; 5. displacement) Give additional word problems if needed
Why did these worked? F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Grade 8
Teacher Teaching Date and Time
Learning Area Quarter
Science Second (Earth
Science) DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Explain the effect of bending of rocks along faults and 2. Relate fault movement and earthquake
Demonstrate an understanding of the relationship between faults and earthquakes Participate in decision making on where to build structures based on knowledge of the location of active faults in the community Using models or illustrations, explain how movements along faults generate earthquake.
S8ES-IIa- 14 Module I: EARTHQUAKES AND FAULTS Lesson 3: HOW DO FAULTS PRODUCE QUAKES?
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
TG pp.47 LM pp. 122 - 124
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
D. Discussing new concepts and practicing new skills #1 E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
G.
H.
I. J.
Finding practical applications of concepts and skills in daily living Making generalizations and abstractions about the lesson Evaluating Learning Additional activities for application or remediation
Why not all movement along faults produce earthquake? Using the given materials and following the procedures you should be able to simulate how rocks bend along a fault. Demonstrate activity in LM pp. 122-124 on Stick ‘n’ shake Are you familiar with Pilita Corales (Asia’s queen of song)? How does she sing? Can you do the same thing she does? Let us now go further with our lesson and discover how Pilita’s style of singing relates to our lesson. The activity you just performed simulates how rocks bend along a fault. Think of a ruler as if they were put of the ground, how can you figured it?
1. What happens when the bending becomes too much? 2. What is the effect of bending of rocks along fault? Earthquakes can happen anytime, anywhere. They’ve all occurred where there has been frequent activity in the past and where there will be frequent activity in the future. John Minsch Earthquakes occur on faults. A fault is a thin zone of crushed rock separating blocks of the earth's crust. When an earthquake occurs on one of these faults, the rock on one side of the fault slips with respect to the other. In not more than 5 sentences, differentiate fault movement from earthquake. Bring to class the following materials: Scissors, paste and fault model
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Describe what a fault is and how these faults related to earthquakes. 2. Explain how faults generate earthquakes; and 3. Explain why not all movement along faults produces earthquakes.
Demonstrate an understanding of the relationship between faults and earthquakes Participate in decision making on where to build structures based on knowledge of the location of active faults in the community Explain how movements along faults generate earthquakes.
S8ES-IIa- 14 Module I: EARTHQUAKES AND FAULTS Lesson 4: HOW DO FAULTS PRODUCE QUAKES
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
LG pp. 115-122
2.
Learner's Materials Pages
LM pp. 120-122
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
Recall the appearance of a fault Demonstrate activity in LM pp. 120-122
Presenting examples / instances of the new lesson
Ask the class about Michael Jackson's famous moonwalk. The teacher can demonstrate it or let a student do the moonwalk in front of the class. Ask the possible relationship of the movement of the shoes and the floor.
D.
Discussing new concepts and practicing new skills #1
Answer the questions in LM pp. 122. (Explain each answer as what have been seen in the activity)
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
1. What happened to the boxes as the rubber band is being pulled? 2. What happens to the house in relation to the position of the fault?
G.
Finding practical applications of concepts and skills in daily living
Applying your learning on the lesson presented, explain why not all movement along faults produced earthquakes.
C.
H.
Making generalizations and abstractions about the lesson
I.
Evaluating Learning
The ground in the area of fault tends to remain not moving because of frictional force between the two opposing plates (boxes). As stronger forces (rubber band) shakes up the fault, the friction (tape) can no longer hold up the plates (box) thus resulting to a slip in the plates creating a jerk called earthquake. Directions: Pair the given term according to your observation. Write your answer on the number below. Two box _____________ Tape _____________ As you pull the rubber bond ____________ A crack on the ground ____________
earthquake shaking fault frictional force
A sudden jolt _________________ J.
opposing plates
Bring the following materials next meeting: two plastic ruler a bar of clay
Additional activities for application or remediation
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Science Second (Earth Science)
Teaching Date and Time DAY:
.
Quarter
I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
The students should be able to differentiate the epicenter and focus of an earthquake. Demonstrate an understanding of the relationship
between faults and earthquakes Differentiate the epicenter of an earthquake from its focus;
Differentiate the epicenter of an earthquake to its focus. S8ES-IIa-15 Module I: EARTHQUAKES AND FAULTS Lesson 5: FOCUS AND EPICENTER
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
LG pp. 12-13
LM page 125-127
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
How are you going to relate fault movements from earthquake
B.
Establishing a purpose for the Lesson
Do the Activity entitled: Where Does An Earthquake Start? See page 125-127 of the Learner's Material
C.
Presenting examples / instances of the new lesson
Making a Fault Model following the procedures given on LM pp. 125-126
D.
Discussing new concepts and practicing new skills #1
Use your model to show different types of movement along a fault. How would the surroundings be affected?
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
1. On which location on the ground does the initial movement Originates during an earthquake? 2. How does this movement (shaking) spread into the surface? Read the quotation below relate this to what you have learned. “I am the earthquake of love. How you feel is my fault.” ― Jarod Kintz, Love quotes for the ages. Specifically ages 1881. The epicenter is the point on the Earth's surface that is directly above the focus while the focus is the point (below the surface) where an earthquake originates. Identify the parts of an Earthquake Ans. 1. Epicenter; 2. Fault; 3. Focus; 4. seismic waves; 5. opposing plates
I.
Evaluating Learning
;
J.
Additional activities for application or remediation
Make a slogan about earthquake that make use of the words focus and epicenter.
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
GRADES 1 to 12 Daily Lesson Log
6
DAY: I. OBJECTIVES
Describe an earthquake in terms of its intensity and magnitude
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
Demonstrate an understanding of the relationship between faults and earthquakes Differentiate the 2.1 epicenter of an earthquake from its focus; Differentiate the intensity of an earthquake from its magnitude S8ES-IIa-15 Module I: EARTHQUAKES AND FAULTS Lesson 6: HOW STRONG IS THE EARTHQUAKE?
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
TG p.47 LM pp. 127 – 130 PHIVOLCS Earthquake intensity Scale (PEIS) youtube.com
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
Recall the differences between focus and epicenter
B.
Establishing a purpose for the Lesson
Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL CEBU 7.2 Magnitude compilation footage Philippines (youtube.com)
C.
Presenting examples / instances of the new lesson
How strong is the earthquake? See PHIVOLCS Earthquake Intensity Scale (PEIS) on LM pp. 128-129
D.
Discussing new concepts and practicing new skills #1
On pages 128 to 129 of the Learner’s module can be read the PHIVOLCS Earthquake Intensity Scale (PEIS), let the learners thoroughly understand the text and then proceed to discussion
E.
Discussing new concepts and practicing new skills #2
Answer questions on page 130 of the LM (let the PEIS be the basis of your answer)
F.
Developing mastery (Leads to Formative Assessment)
1. When an earthquake occurs, where would shaking be greater? Near the epicenter or away from the epicenter? 2. Where would damage be more? Near the epicenter or away from the epicenter?
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
I. Evaluating Learning Description Intensity scale (VI) 1. Very Strong (III) 2. Weak 3. Additional Scarcely activities(I)for application or Perceptible J. remediation (VIII) 4. Very Destructive (II) 5. Slightly Felt V. REMARKS VI. REFLECTION
Based on your answers to questions 1 and 2, where would the intensity be higher? Near to the epicenter or away from the epicenter? The intensity of the earthquake is determined by observing the effects of the earthquake in different places on the other hand. However, its strength can be described as magnitude. Write the corresponding Intensity Scale for each description:
Make a research of the distribution map of active faults and trenches in the Philippines.
A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
GRADES 1 to 12 Daily Lesson Log
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each
Identify the different active faults in the Philippines using the PHIVOLCS map.
Demonstrate an understanding of the relationship between faults and earthquakes Differentiate the epicenter of an earthquake from its focus; Differentiate the active and inactive faults. S8ES-IIa-15
II. CONTENT
Module I: EARTHQUAKES AND FAULTS Lesson 7: DO YOU LIVE NEAR THE ACTIVE FAULT?
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
TG pp.47 LM pp. 131 – 132 PHIVOLCS MAP on distribution of Active Faults and Trenches in the Philippines google.com.ph
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
D.
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and practicing new skills #2
F. Developing mastery (Leads to Formative Assessment)
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
I.
Evaluating Learning
J.
Additional activities for application or remediation
Recall the PHIVOLCS Earthquake Intensity Scale (PEIS) Read the topic Do You Live Near an Active Fault on LM page 131. Analyze and give your comment(s)
Let the learners study the map and find out where they live. Is there an active fault passing by your town, province, or region? If so, are you and your family prepared for the occurrence of an earthquake? Study the map and find out where you live. Is there an active fault passing by your town, province, or region? If so, are you and your family prepared for the occurrence of an earthquake? It is important to know the location of active faults. As much as possible, no important structures should be built near or on them. PHIVOLCS has a MAP that shows the Active Faults in the Philippines. There really is no way to concretely define a fault as "active" or "inactive" (especially because inactive faults can suddenly become active again), but it's more or less safe to say that if a fault hasn't shown tectonic activity for about 5,600 years, it's probably inactive. Based on the map presented, give at least five description of a fault Make a Research on the occurrence of different earthquake in
the country and on the other countries of the world. V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
GRADES 1 to 12 Daily Lesson Log
DAY:
I. OBJECTIVES
A.
Content Standards
B. C.
Performance Standards Learning Competencies / Objectives
1. Explain how tsunamis are generated 2. Infer why tsunamis do not always occur even when there is an earthquake.
Demonstrate an understanding of the relationship between faults and earthquakes Differentiate the 2.1 epicenter of an earthquake from its focus; Demonstrate how underwater earthquakes generate tsunami.
Write the LC code for each
S8ES-IIa-16 Module I: EARTHQUAKES AND FAULTS Lesson 8: TSUNAMI!
II. CONTENT III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
TG pp.47 LM pp. 133 – 135
youtube.com
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
Recall the Map of Distribution of Active Faults and Trenches in the Philippines
B.
Establishing a purpose for the Lesson
Do activity on Tsunami in LM pp.133-134.
C.
Presenting examples / instances of the new lesson
Video presentation: JAPAN TSUNAMI 2011(you tube.com)
D.
Discussing new concepts and practicing new skills #1
Based on the activity made, answer questions on LM pp. 134 -135.
E.
Discussing new concepts and practicing new skills #2
How are earthquake related to tsunami?
F.
Developing mastery (Leads to Formative Assessment)
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
1. What was formed in the water by the sudden push of the plastic panel? 2. How was the water level by the rock affected by the wave? 3. What does the water represent? What about the rock? the plastic panel? Since fault, earthquake and tsunamis are interrelated, when you are near the sea and you feel a strong earthquake, treat that as a warning signal. Run to the highest place you can find, or if you have a vehicle, evacuate inland. A tsunami is a series of ocean waves generated by sudden displacements in the sea floor, landslides, or volcanic activity. In the deep ocean, the tsunami wave may only be a few inches high. The tsunami wave may come gently ashore or may increase in height to become a fast moving wall of turbulent water several meters high. Choose the correct word(s) from the box associated with the given statement below.
Tsunami 1. The
I.
Evaluating Learning
tidal wave phenomenon
wavelength coast
shore of a sea or ocean (coast) 2. Any state or process known through the senses (Phenomenon) 3. An unusual (and often destructive) rise of water along the seashore caused by a storm or a combination of wind and high tide (Tidal Wave) 4. On reaching the coast, it slows down and its __________ decreases (wavelength) 5. The term __________ (harbor wave) comes from Japan, where the phenomenon frequently occurs (‘tsunami’)
J.
Additional activities for application or remediation
How can the interior of the earth be determined?
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
GRADES 1 to 12 Daily Lesson Log
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT III. LEARNING RESOURCES
1. Determine different layers of the earth. 2. Differentiate their characteristics between the others.
Demonstrate an understanding of the relationship between faults and earthquakes Differentiate the epicenter of an earthquake from its focus; Explain how earthquake waves provide information about the interior of the earth. S8ES-IIa-17 Module I: EARTHQUAKES AND FAULTS Lesson 9: WHAT'S INSIDE THE EARTH
A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
LG 20-21 LM page 135-136
http://video.mit.edu/watch/layers-of-the-earth-12670/
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
Recall how are earthquake related to tsunami Directions: Post the picture of the Layers of the Earth (LG 10 Pic10) using a dlp, examine the parts as shown. Then discuss the concept on page 135-136 of the LM
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
Let the students watch a video online http://video.mit.edu/watch/layers-of-the-earth-12670/ If not available, watch the video file LG 10 Video10
D.
Discussing new concepts and practicing new skills #1
Discussion/ Understanding on the concept on pages 135 – 136.
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment 3)
G.
Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I.
Evaluating Learning
J.
Additional activities for application or remediation
at
1. How do seismic waves behave as it pass through different layers of the earth? 2. Is using seismic data accurate in knowing layers of the earth? Compare the layers of the earth to a hard-boiled egg cut into half. Examine also an avocado cut into half, can you notice the similarities? The structure of Earth's deep interior cannot be studied directly. But geologists use seismic (earthquake) waves to determine the depths of layers of molten and semi-molten material within Earth. Because different types of earthquake waves behave differently when they encounter material in different states (for example, molten, semi-molten, solid), seismic stations established around Earth detect and record the strengths of the different types of waves and the directions from which they came. Geologists use these records to establish the structure of Earth's interior. Directions: Answer the Following questions. 1. Which part of the earth is said to be solid? a. crust b. mantle c. outer core d. inner core ans. D 2. Which part of the earth is said to be liquid? a. crust b. mantle c. outer core d. inner core ans. C 3. What do you call the layer of the earth most visible to us? a. crust b. mantle c. outer core d. inner core ans. A 4. It is the thickest layer of the earth. a. crust b. mantle c. outer core d. inner core ans. B 5. These are waves of energies that travels through the Earth's layers. a. ocean wave b. radio waves c. seismic waves d. light waves ans. C List 5 names of typhoons you want to use by PAGASA and give your reasons why.
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
GRADES 1 to 12 Daily Lesson Log
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
Demonstrate how typhoons are formed in the ocean. Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge. Explain how typhoons develop. S8ES-IId-18 Module 2: UNDERSTANDING TYPHOONS Lesson 10: UNDERSTANDING TYPHOONS (Introduction)
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
LG pages 22-23
B.
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
LM page 137-139
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
Recall that the behavior of seismic waves reveals what the Earth looks like inside Let the students watch a video about a typhoon formation. See video file title Weather bytes: Formation of Typhoons Picture Analysis Directions: Let the student view each picture and let students give their own interpretation about the pictures. Post the students response on the blackboard.
D.
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
I.
Evaluating Learning
1. Why is the Philippines prone to typhoon? 2. What conditions favor the formation of typhoon? Suggest ways on how we can prepare before the typhoon comes so that damage to properties and loss of lives could be at minimal. A typhoon, as commonly called usually occur in the western Pacific oceans. It is characterized by a rapidly rotating storm system characterized by a low-pressure center, strong winds, and a spiral arrangement of thunderstorms that produce heavy rain. Directions: Answer the following questions. 1. From what bodies of water do typhoons originates? a. ocean b. rivers c. lakes d. streams Ans. A 2. The name of the typhoon that caused great floods in Metro Manila that resulted to many damaged houses,and properties. a. Idang b. Mando c. Kuring d. Ondoy Ans. D 3. Name the agency of the government that monitors typhoon in the Philippines. a. DoST b. Phivolcs c. PAGASA d. DENR Ans. C 4. It is rotating storm system characterized by a low-pressure
center, strong winds, and a spiral arrangement of thunderstorms that produce heavy rain. a. rain b. tropical cyclone c. snow d. sand storm Ans. B 5. What is the name of the big body of water that is where almost all typhoon that pass in our country? a. Indian Ocean b. West Philippine Sea c. Atlantic Ocean d. Pacific Ocean Ans. D J.
Additional activities for application or remediation
Cut news clippings about recent typhoons that affect your community
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Teacher Teaching Date and Time
Learning Area Quarter
Grade 8 Science Second (Earth Science)
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Review how a tropical storm develop. 2. Trace the path of a typhoon from the ocean where it originates as it passes to the Philippines. Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge. Explain how typhoons develop. S8ES-IId-18 Module 2: UNDERSTANDING TYPHOONS Lesson 11: WHAT IS A TYPHOON?
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
LG 24-26 L M page 138-142
3. 4. B.
Textbook Pages Additional Materials from Learning Resource (LR) portal
http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht ml
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
What conditions favor the formation of typhoons? Picture Analysis
B.
C.
Establishing a purpose for the Lesson
Presenting examples / instances of the new lesson
D.
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
G .
H.
I.
Finding practical applications of concepts and skills in daily living
Making generalizations and abstractions about the lesson
Evaluating Learning
After analyzing the picture Elicit from the students their ideas about the following. 1. the rotation of the typhoon 2. the direction it is heading 3. the magnitude of its rain clouds Look for table 1. Tropical Cyclone Categories on LM page 139. (Study and analyze for further discussion)
1. What are the different typhoon categories and their relationship to their speed and extent of damage? 2. When do you consider that a typhoon will enter or affect the Philippines? Read the news article taken from the internet and give your reactions. Source: http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht ml The term typhoon is used only in the northwestern part of the Pacific Ocean. Categories are determine in terms of wind speed, thus a tropical depression have a wind speed of 64 kph; tropical storm118kph; typhoon-200kph; and super typhoon at 200 kph and more. Directions: Supply the missing words in the following statements 1. The word typhoon is only used in countries western side of ________________ 2. While in northern part of the Atlantic Ocean it is called _______________. 3. A Philippine name for the typhoon could only be used once the typhoon ___________ the country. 4. The speed of a super typhoon is about _______________ 5. A tropical storm wind speed is around ________________ Ans. 1. Pacific Ocean; 2. Hurricanes; 3. Enters; 4. Greater than 200kph; 5. 118kph
J.
Additional activities for application or remediation
Why is it important to consider the Philippine Area of Responsibility or PAR in forecasting weather?
V. REMARKS VI. REFLECTION A. B. C.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G .
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 School Grade Level Grade 8 Daily Lesson Log Teacher Learning Area Science Teaching Date and Time Quarter Second (Earth Science)
DAY: Tuesday I. OBJECTIVES 1. Infer why the Philippines is always in the path of a typhoon. 2. Trace the path of a typhoon from the ocean where it originates as it passes to the Philippines. A. Content Standards Demonstrate an understanding of the formation of typhoons and their movement within the PAR B. Performance Standards Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge. C. Learning Competencies / Objectives Write the LC code for each Infer why the Philippines is prone to typhoon S8ES-IId-19
II. CONTENT Module 2: UNDERSTANDING TYPHOONS Lesson 12: PHILIPPINE AREA OF RESPONSIBILITY III. LEARNING RESOURCES A. References 1. Teacher's Guide Pages LG pp. 27 - 28 2. Learner's Materials Pages L M page 139-142 3. Textbook Pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Recall the Tropical Cyclone Categories
B. Establishing a purpose for the Lesson When a weather disturbance enters The Philippine Area of Responsibility (PAR), the weather bureau begins to monitor it. Do you know where the PAR is? C.
Presenting examples / instances of the new lesson Do activity on pages 140 to 141 of LM.
Latitude 5°N 15°N 21°N 25°N 25°N 5°N
Longitude 115°E 115°E 120°E 120°E 135°E 135°E
Using the Map of the Philippines and vicinity, plot the given points on the Map.
D. Discussing new concepts and practicing new skills #1 The learners connects the dotted point. The region within is the PAR. It is the job of PAGASA to monitor all tropical cyclones that enter the area.
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (Leads to Formative Assessment) 1. What are the places located in the identified points? 2. If a typhoon is located at 15°N, 138°E, is it within the PAR? 3. How about if the typhoon is at 19°N, 117°E, is it inside the PAR?
G. Finding practical applications of concepts and skills in daily living Why do you think Philippines experience an average of 20 to 25 typhoons a year? Explain your answer.
H. Making generalizations and abstractions about the lesson The Philippine Area of Responsibility (PAR) is an imaginary line encircling the Philippines with coordinates of 25°N 120°E, 25°N 135°E, 5°N 135°E, 5°N 115°E, 15°N 115°E, 21°N 120°E and back to the beginning. Within this imaginary line, atmospheric changes can affect the Philippines.
I. Evaluating Learning Directions: Provided with the map of the Philippines containing grid lines, trace the path of the typhoon as it starts from the following coordinates heading Northwest direction. Typhoon A 10 ° N 134 ° E Typhoon B 20 ° N 138° E J. Additional activities for application or remediation What is a tropical cyclone? How is it related to typhoon?
V. REMARKS VI. REFLECTION
A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these worked?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
Teacher
Learning Area
Teaching Date and Time
Quarter
Science Second (Earth Science)
GRADES 1 to 12 Daily Lesson Log
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each
II. CONTENT
1. Discover where the tropical cyclone is form 2. Tell the direction of the movement of the tropical cyclone Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge. Explain how land masses and bodies of water affect typhoons S8ES-IId-20 Module 2: UNDERSTANDING TYPHOONS Lesson 13: UNDER WHAT CONDITIONS DO TROPICAL CYCLONE FORMS?
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages Additional Materials from Learning Resource (LR) portal
4. B.
TG pp.47 LM pp. 142 – 144 Published on Apr 7, 2013; youtube.com
Other Learning Resource IV. PROCEDURES
A. B. C.
D.
Reviewing previous lesson or presenting the new lesson
Recall where the Philippine Area of Responsibility (PAR) is
Establishing a purpose for the Lesson Presenting examples / instances of the new lesson
Do activity on pages 141 – 142 in the L.M What are the warning signs of an approaching tropical cyclone or hurricane?
Discus sing new concep ts and practici ng new skills #1
Shown on your LM pp. 142-143 are the tracks (paths) of four tropical cyclones that entered the PAR in the past years. The tracks were plotted by PAGASA. Study and analyze the maps.
E.
F.
Discus sing new concep ts and practici ng new skills #2 Develo ping master y (Leads to Format ive Assess ment)
1. Where did the tropical cyclone s form? On land or in the ocean? 2. In what direction did the tropical cyclone move? 3. Which part of the Philippines was hit by the four tropical cyclones?
G.
Finding practical applications of concepts and skills in daily living
Explain why the Philippines is prone to typhoons.
H.
Making generalizations and abstractions about the lesson
Video Presentation: How cyclones form (Published on
I.
Evaluat ing Learni ng
Apr 7, 2013; youtube.com)
Identify the at least 3 strongest tropical cyclone and 2 weak tropical cyclone based on the given data.
Key: 1.) Super typhoon Halyan 2.) Super typhoon Camille 3. Super typhoon Joan 4.) Hurricane Gilbert 5.) Hurricane Andrew J.
Additional activities for application or remediation
V. REMA RKS VI. REFLECTION
Make a research on tropical storm Sendong. Reference: (http://weather.unisys.com/hurricane/w_pacific/2011H/index.php)
A.
B.
C.
No. of learner s who earned 80% in the evaluati on No. of learner s who require addition al activitie s for remedi ation who scored below 80% Did the remedi al lessons work? No. of learner s who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher Teaching Date and Time
Learning Area Quarter
Science Second (Earth Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Determine if your location is in the path of a tropical cyclone, given the latitude and longitude position 2. Explain why PAGASA regularly monitors when a tropical cyclone within PAR. Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge. Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using the map and tracking data S8ES-IId-21 Module 2: UNDERSTANDING TYPHOONS Lesson 14: TRACKING A TROPICAL CYCLONE.
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages Textbook Pages
3. 4. B.
Additional Materials from Learning Resource (LR) portal
TG pp.47 LM pp. 144 – 146
google.com.ph http://weather.unisys.com/hurricane/w_pacific/2011H/index.php
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
What does the picture tells you?
D.
Discussing new concepts and practicing new skills #1
Track the location of Sendong and plot each latitude – longitude pair on the map with the PAR. See LM pages 144 - 145
E.
Discussing new concepts and practicing new skills #2
Aanswer the questions on LM page 146.
Developing mastery (Leads to Formative Assessment 3)
1. Where did Sendong form? 2. When did Sendong enter the PAR? 3. When did sending leave the PAR? 4. In what direction did Sendong move?
F.
Where did the Tropical Cyclone form? On Land or in the Ocean?
G.
Finding practical applications of concepts and skills in daily living
In case your place will be visited by a strong typhoon? What are you going to do? The picture shows Tropical storm "Sendong" on path to Philippines. How does the typhoon move as it passes the country?
H.
Making generalizations and abstractions about the lesson
Storm Name
latitude
longitude
1. Tropical Depression TWENTY SIX 2. Super typhoon- 4 NANMADOL I.
Evaluating Learning
3. Tropical storm AERE 4. Tropical storm BANYAN 5. Tropical storm WASHI Using the map of tropical storm track above, determine the latitude and longitude of the given storm in the table
J.
Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. B. C.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
Bring a weather data report (air pressure and wind speed) taken from the newspaper.
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Teacher Teaching Date and Time
Learning Area .
Quarter
Grade 8 Science Second (Earth Science)
DAY:
I. OBJECTIVES
1. Determine if your location is in the path of a tropical cyclone, given the latitude and longitude position and 2. Explain why PAGASA regularly monitors when a tropical cyclone is within PAR.
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using the map and tracking data.1 S8ES-IId-21 Module 2: UNDERSTANDING TYPHOONS Lesson 15: INSIDE THE TROPICAL CYCLONE
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages Textbook Pages
3. 4. B.
TG pp.47 LM pp. 146 – 148
Additional Materials from Learning Resource (LR) portal
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
Explain why PAGASA regularly monitors when a Tropical Cyclone is within PAR What do you think is inside the tropical cyclone?
B.
Establishing a purpose for the Lesson
Explain what the picture is all about?
C.
D.
Presenting examples / instances of the new lesson
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
Consider the given two illustrations. The top one shows a tropical cyclone as seen at an angle. White rain bands move around the center or “eye”. The bottom illustration shows a cross-section of a tropical cyclone. It is like slicing it in half and looking at it from the side. Give your inference on how the typhoon generates its strong winds.
Discuss the answers in the exercise given (5 min) One thing about tropical cyclone that we should watch out for is the strong winds. The table below shows the tropical cyclone categories that we should watch for or be aware of:
G.
Finding practical applications of concepts and skills in daily living
Cyclone Tropical depression Tropical storm Typhoon Super typhoon
H.
Making generalizations and abstractions about the lesson
Maximum Wind Speed in kilometers per hour (kph) 64 118 200 Greater than 200
The lowest air pressure is at the eye of the tropical cyclone. All tropical cyclones have low air pressure at the center. Choose the letter of the correct answer. 1. Which natural disaster comes from powerful thunderstorms that originate over land? a. hurricane c. tornado b. cyclone d. typhoon (c) 2. Which type of severe weather is NOT an intense tropical storm?
I.
J.
Evaluating Learning
Additional activities for application or remediation
a. hurricane c. tropical cyclone b. typhoon d. tornado (a) 3. A tropical cyclone which has winds going 74 mph or faster a. Hurricane c. Eye b. Storm Surge d. Typhoon (d) 4. Quiet, calm area at the center of a hurricane a. Hurricane c. Eye b. Storm Surge d. typhoon (c) Make a research of the different public storm warning signals.
V. REMARKS VI. REFLECTION A. B. C.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher Teaching Date and Time
Learning Area .
Quarter
Science Second (Earth Science)
DAY: 1. Develop the key concepts needed to assess public storm warning signal with its equivalent hazards. I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
2. Suggest necessary precautions not to experience weather disturbance. Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge Explain how land masses and bodies of water affect typhoons S8ES-IId-21 Module 2: UNDERSTANDING TYPHOONS Lesson 16: ARE YOU PREPARED?
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages Textbook Pages
3. 4. B.
Additional Materials from Learning Resource (LR) portal
TG p.47 LM pp. 149 – 151
google.com Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010. Uploaded on Oct 17, 2010 WESTERNPACIFICWEATHER.COM
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
Explain what two weather factors tell weathermen that a certain location is at the eye of a tropical cyclone
B.
Establishing a purpose for the Lesson
When a tropical cyclone enters the PAR and its way toward land, warning signals are issued. Do you know what the signals mean?
C.
D.
Presenting examples / instances of the new lesson Discussing new concepts and practicing new skills #1
Video Presentation: Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010. Uploaded on Oct 17, 2010 WESTERNPACIFIC WEATHER.COM The learners will be asked to prepare a 5 minute group presentation on how the strong typhoons (tropical cyclone) approach a certain area. (The teacher should prepare a rubric.)
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
1. What circumstance that the public storm warning signal was issued? 2. Do you know what the weather signal means?
Finding practical applications of concepts and skills in daily living
You never know when you will need the emergency kit. You must learn how to rely on yourself. In times of disaster, it may take a while before help arrives. What should be prepared during calamities?
Making generalizations and abstractions about the lesson
1. What circumstance that the public storm warning signal was issued? 2. Do you know what the weather signal means? Note: see LM pages 149 – 151 for easy facilitation of your answer.
G.
H.
Evaluating1.Learning PSWS # 2
C. PSWS # 1 2. SUPER TYPHOON D. PSWS # 3 E. PSWS # 4
Select the letter from the box above the appropriate answer for the following description: 1. Winds of 30-60 kph may be expected in at least 36 hours or irregular rains may be expected within 36 hours 2. Winds of greater than 60 kph up to 100 kph may be expected in the next 24 hours 3. Winds of greater than 100 kph to 185 kph may be expected in the next 18 hours 4. Very strong winds of more than 185 kph maybe expected in the next 12 hours 5. A term for typhoons with maximum winds of at least 150 mph or 220 kph, in the next 12 hours
I.
KEY: 1. C J.
2. A
3. D
4. E
5. B
Look for the meaning of the following acronyms 1. DRRM 2. NDRRMC 3. MDRRMC 4. PDRRMC 5. SDRRMC
Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. B. C.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Grade 8
Teacher
Learning Area
Science
Teaching Date and Time
.
Quarter
Second (Earth Science)
DAY: I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
Be aware of the different measures necessary for protection brought about by typhoon. Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge Explain how land masses and bodies of water affect typhoons S8ES-IId-21 Module 2: UNDERSTANDING TYPHOONS Lesson 17: TYPHOON PREPAREDNESS AND MITIGATION (DRRM APPROACH)
III. LEARNING RESOURCES A.
B.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Additional Materials from Learning Resource (LR) portal
Manual/Booklet on Kaalaman at Kahandaan sa Kalamidad at Sakuna: by Dr. Ramil G. Ginete pp.48 – 53. Google.com untvweb (kids making interview the PAGASA people with animation presentation)
Other Learning Resource IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new lesson
Based from the lesson yesterday, suggest necessary precautions not to experience weather disturbance.
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
As they say “ the best cure/medicine is prevention” Video presentation: PAG ASA Public Storm Signals: untvweb (kids making interview the PAGASA people with animation presentation) Picture Talk: The Teacher will present an enlarged picture on “Kaalaman at Kahandaan pagdating ng Bagyo” then let the students analyze the given illustrations:
D.
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery
1. What measure should you take to prepare for a typhoon?
(Leads to Formative Assessment) G.
H.
2. What should you do if the typhoon is in your area? 3. After the typhoon, what should be done?
Finding practical applications of concepts and skills in daily living
Video presentation: What to do before, during and after a typhoon By: Randel Barit
Making generalizations and abstractions about the lesson
What to do before, during, and after a Typhoon Read the sentences carefully and choose the best answer:
I.
Evaluating Learning
J.
Additional activities for application or remediation
V. REMARKS VI. REFLECTION A.
No. of learners who earned 80% in the evaluation
B.
No. of learners who require additional activities for remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my
1. The following statements are necessary measures to do before the typhoon EXCEPT for one: a. Store an adequate supply of food and clean water b. Prepare foods that need not be cooked. c. Keep flashlights, candles and battery-powered radios within easy reach. d. Stay inside the house. (D.) 2. The safe and orderly return of evacuated persons to their homes within a community is coordinated by the local emergency manager with police and fire officials. This is an example of an event that takes place a. Before an emergency. c. After an emergency. b. During an emergency. d. All of the above (C.) 3. When a community has established a system to prepare for natural and technological disasters, to respond appropriately during a disaster, to recover from the effects of a disaster, and to prevent or lessen the damage from disasters, we say it is practicing a. Damage prevention. c. Preparedness planning. b. Community awareness. d. Mitigation measures. (D.) 4. Your Disaster Supply Kit should contain enough supplies to meet your needs for at least how long? a. 8 hours c. 3 days b. 24 hours d. 16 hours (C.) 5. During which phase of the disaster cycle should inventories of medical supplies and basic needs be conducted? A. Preparedness C. Recovery B. Response D. Mitigation (A.) Group yourselves into 5, each group should have at least a camera to bring and prepare for school hazard mapping.
principal or supervisor can help me solve? G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
School
Grade Level
Teacher Teaching Date and Time
Learning Area Quarter
Grade 8 Science Second (Earth Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Improve students’ level of awareness on the potential hazards and risks within and around schools; 2. Increase the participation of children in addressing potential disaster by reducing vulnerabilities 3. Inculcate a culture of safety in the day-to-day experience of children in school. Demonstrate an understanding of the formation of typhoons and their movement within the PAR Demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation given by government agencies in charge Explain how land mass and bodies of water affect typhoons S8ES-IId-21 Module 2: UNDERSTANDING TYPHOONS Lesson 18: Student- led School Watching and Hazard Mapping
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
2.
Learner's Materials Pages Textbook Pages
3. 4. B.
Additional Materials from Learning Resource (LR) portal
Other Learning Resource
DO 23, s. 2015 - Student-Led School Watching and Hazard Mapping
IV. PROCEDURES A.
Reviewing previous lesson or presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the new lesson
D.
E.
1. What measure should you take to prepare for a typhoon?
Discussing new concepts and practicing new skills #1
What is common in the above scenarios?
Discussing new concepts and practicing new skills #2
1. Organizing and preparing the school watching team. The moderator is preferably a DRRM -trained school personnel who is familiar with the hazards and risks in the school. 2. School watching and hazard mapping Walk through each building, classroom, office, laboratory, workshop, play area, garden, and any open area of the school
F.
Developing mastery (Leads to Formative Assessment)
Use the school watching checklist as a basic guide in identifying hazard factors and/or at risk areas in the school.
G.
Finding practical applications of concepts and skills in daily living
“We need to train, prepare and equip ourselves with all the knowledge, skills and the right attitude to ready ourselves for calamities and disasters”
H.
Making generalizations and abstractions about the lesson
I.
Evaluating Learning
Give at least 5 hazard factors or at risk area and give suggestions to solve the problem
J.
Additional activities for application or remediation
What happens when a comet or an asteroid hits Earth?
V. REMARKS VI. REFLECTION No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson
A. B. C. D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve?
G.
What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 Daily Lesson Log
DAY:
School
Grade Level
Teacher Teaching Date and Time
Learning Area .
Quarter
Grade 8 Science Second (Earth Science)
I. OBJECTIVES A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Compare the characteristics of these Near Earth Objects (NEO's), comets, meteors, and asteroids. 2. Briefly describe their origin and its interaction in the solar system. Demonstrate an understanding of the characteristics of comets, meteors, and asteroid Discuss whether or not beliefs and practices about comets about meteors have scientific bases Compare and contrast comets, meteors, and asteroids. S8ES-IId-22 Module 3: COMETS, ASTEROIDS AND METEORS Lesson 19: COMETS, ASTEROIDS AND METEORS (Introduction)
III. LEARNING RESOURCES A.
B.
References 1 Teacher's Guide Pages . 2 Learner's Materials Pages . 3 Textbook . Pages 4 Additional Materials from . Learning Resource (LR) portal
CG pp 47 - 49 LM page 153
Other Learning Resource IV. PROCEDURES
A. B.
C.
Reviewing previous lesson or presenting the new lesson
“We need to train, prepare and equip ourselves with all the knowledge, skills and the right attitude to ready ourselves for calamities and disasters”
Establishing a purpose for the Lesson
To have an Overview of the lesson please read the topic Comets, Asteroids, and Meteors on LM p. 153. Picture Analysis Directions: Identify the pictures and describe each
Presenting examples / instances of the new lesson
Discussing new concepts and practicing new skills #1
CHARACTERIS TICS
Appears as a streak in the sky Frozen ball of dust
D.
Is visible in our sky Made up of rock Orbits the Sun Orbits between Jupiter and Mars Often called “Shooting Stars” Usually burns up the Earth’s atmosphere E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment)
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
I.
Evaluating Learning
1. Has Earth ever been hit by a comet or an asteroid? 2. If yes, how have such impacts affected Earth? 3. How often does a comet or an asteroid hit Earth? Write 5 superstitious beliefs that coincide with the appearance of meteorites and comets. A near-Earth object (NEO) is any small Solar System body whose orbit brings it into proximity with Earth. They include about thirteen thousand near-Earth asteroids (NEAs), more than one hundred near-Earth comets (NECs), and a number of solar-orbiting spacecraft and meteoroids, large enough to be tracked in space before striking the Earth. It is now widely accepted that collisions in the past have had a significant role in shaping the geological and biological history of the planet. NEOs have become of increased interest since the 1980s because of increased awareness of the potential danger some of the asteroids or comets pose to Earth. Directions: Write the letter of the correct answer. 1. An instrument used by astronomer to look for heavenly bodies in the sky. a. telescope b. kaleidoscope c. gyroscope d. microscope Ans. A 2. A shooting star is more accurately termed as a. meteors b. comets c. meteorites d. moons Ans. C 3. What NEO stands for? . near Earth office b. near Earth optics
J.
c. near Earth orbit d. near Earth objects Ans. D 4. An object at appears like a streak in the sky. a. comets b. satellite b. moons d. meteor Ans. A 5. It is an object in the sky that usually burns up as it enters the earth Atmosphere. a. meteorites b. satellite c. moons d. planets Ans. A Bring the following materials for tomorrow’s activity. 1 rectangular container (aluminum tray or plastic) 1 pebble (1-4 cm in diameter) colored flour/colored starch pencil
Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. B. C.
D. E. F. G.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these worked? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I Use or discover which I wish to share with other teachers?
School
Grade Level
Grade 8
GRADES 1 to 12 Daily Lesson Log
Teacher Teaching Date and Time
Learning Area .
Quarter
Science Second (Earth Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Describe how impact craters are formed when a comet or asteroid hits Earth based on a simulation; and 2. Present observations on simulating a comet or asteroid impact using drawings. Demonstrate an understanding of the characteristics of comets, meteors, and asteroid Discuss whether or not beliefs and practices about comets about meteors have scientific bases Compare and contrast comets, meteors, and asteroids. S8ES-IId-23 Module 3: COMETS, ASTEROIDS AND METEORS Lesson 20: WHAT HAPPENS WHEN A COMET OR AN ASTEROID HITS THE EARTH?
III. LEARNING RESOURCES A.
B.
References 1 Teacher's Guide Pages . 2 Learner's Materials Pages . 3 Textbook . Pages 4 Additional Materials from . Learning Resource (LR) portal
LG 50 - 51 LM 154 - 159
Other Learning Resource IV. PROCEDURES
A. B. C.
Reviewing previous lesson or presenting the new lesson
Compare the characteristics of these Near Earth Objects (NEO's), comets, meteors, and asteroids.
Establishing a purpose for the Lesson Presenting examples / instances of the new lesson
See table 1. Comparison of some characteristics of Comets and Asteroids then answer the question after it. Watch the video clip entitled: Discovery Channel-Large Asteroid Impact Simulation 1. Fill the rectangular tray with colored flour about 3-4 centimeters deep. 2. Place the tray on top of a table (or armrest of a chair). 3. Throw a pebble to hit the flour in the tray. Do this about four times, hitting different parts of the flour in the tray. 4. In the space below, draw the shape of the “craters” made by the pebble on the colored flour as:
D.
Discussing new concepts and practicing new skills #1
E.
Discussing new concepts and
a. viewed from the top.
b. viewed from the side
practicing new skills #2 F.
Developing mastery (Leads to Formative Assessment 3)
1. What do you notice about the shape of your pebble’s crater and the shape of the impact crater shown in the photo? 2. What do you think happened to the plants and animals living in the area where the comet or asteroid crashed? Directions: Draw and interpret the impact of an asteroid as it hits the Earth surface. Use the rubrics for checking. CRITERIA
G.
Finding practical applications of concepts and skills in daily living
H.
Making generalizations and abstractions about the lesson
I.
Evaluating Learning
J.
Additional activities for application or remediation
RATING
The concept being conveyed is delivered clearly.
5
4
3
2
1
The drawing is realistic in relation to concepts learned.
5
4
3
2
1
Cleanliness
5
4
3
2
1
Creativity.
5
4
3
2
1
Impact craters resembles the shapes of the asteroid which is usually circular. The crater is relatively larger than the meteorites itself because of the intensity of the impact. The immediate surrounding during impact is pulverized by the intense heat and force created by the impact. Directions: Enumerate the possible effects of a giant meteorites smashing into the earth. 1. 4. 2. 5. 3.. Watch the movie “Deep Impact”, state some notable scenes about collision of an asteroid with the Earth.
V. REMARKS VI. REFLECTION A. B. C.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson
D.
No. of learners who continue to require remediation
E.
Which of my teaching strategies worked well? Why did these worked?
F.
What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I Use or discover which I wish to share with other teachers?
G.
GRADE S 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher Teaching Date and Time
Learning Area .
Quarter
Science Second (Earth Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Describe the changes that happens to a fragment from a comet or asteroid as it enters Earth’s atmosphere; 2. Make a diagram showing relationship among meteoroid, meteor, and meteorite using a diagram; 3. Explain how meteoroid, meteor, and meteorite are related. Demonstrate an understanding of the characteristics of comets, meteors, and asteroid Discuss whether or not beliefs and practices about comets about meteors have scientific bases Compare and contrast comets, meteors, and asteroids. S8ES-IId-23 Module 3: COMETS, ASTEROIDS AND METEORS Lesson 21: COMPARISON OF CHARACTERISTICS OF COMETS, ASTEROIDS AND METEORS
III. LEARNING RESOURCES A.
References 1.
Teacher's Guide Pages
LG pp.52 - 55
Learner's Materials Pages Textbook 3. Pages 4. Additional Materials from Learning Resource (LR) portal Other Learning Resource
LM pp. 156 - 159
2.
B.
http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
IV. PROCEDURES A. B. C.
Reviewing previous lesson or presenting the new lesson
Showing on a given photo compare the shape of the pebbles “crater” with the shape of the impact crater.
Establishing a purpose for the Lesson Presenting examples / instances of the new lesson Discussing new concepts and practicing new skills #1
Presentation of the Impact Theory: visit http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm Word Drill: Given the definitions of the key concepts, identify what is asked for: See LG pp. 52 Meteoroid, meteor, and meteorite: How are they related? Make an inference What is a meteor? What is a meteoroid? What celestial (space) objects can a meteoroid come from?
D.
Have you ever seen a shooting star in the night sky? It appears as an object with a tail just like a comet. It travels quickly and appears to fall on the ground. A shooting star is another name for a meteor. But
the truth is: a meteor is not a star at all. A meteor is a light phenomenon or a streak of light that occurs when a meteoroid burns E.
Discussing new concepts and practicing new skills #2
F.
Developing mastery (Leads to Formative Assessment) Finding practical applications of concepts and skills in daily living
G.
What are the differences between asteroids, meteorites, and comets? Draw in a short bond paper a comet, asteroid and a meteorite. Describe each. Study the picture below
H. Making generalization s and abstractions about the lesson
I.
Evaluating Learning
J.
Additional activities for application or remediation
Directions: Choose the letter of the correct answer.. 1. A celestial body bigger than 10 m orbiting the Sun, mainly between Mars and Jupiter. a. asteroid b. meteorite c. comet d. shooting star Ans. A 2. A smaller celestial body mainly composed of ice and dust. If a comet approaches the Sun it can generate a tail of gas and/or dust. a. asteroid b. meteorite c. comet d. shooting star Ans. C 3. The part of a meteoroid or asteroid that survives the passage through our atmosphere and reaches the Earth's surface. a. asteroid b. meteorite c. comet d. fireball Ans. B 4. Which of the following do enter the earth's atmosphere? a. asteroid b. meteorite c. comet d. satellite Ans. B 5. Which of the following heavenly bodies revolve around the sun. a. asteroid b. meteorite c. comet d. satellite Ans. C There are only 5 meteorites found in the Philippines that have been internationally validated. Give the name, year of discovery, place discovered, and types of meteorites.
V. REMARKS VI. REFLECTION A. B.
C.
D. E. F. G.
GRADES 1 to 12
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these worked? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I Use or discover which I wish to share with other teachers?
Scho ol
Grade Level
Grade 8
Daily Lesson Log
Teach er Teach ing Date and Time
Learning Area
.
Quarter
Science
Second (Earth Science)
DAY: I. OBJECTIVES A . B . C .
Content Standards Performance Standards Learning Competencies / Objectives Write the LC code for each II. CONTENT
1. Provide sound, scientific evidence to support one’s stand about superstitions on comets, asteroids, and meteors; and 2. Formulate doable actions to address superstitions on comets, asteroids, and meteors Demonstrate an understanding of the characteristics of comets, meteors, and asteroid Discuss whether or not beliefs and practices about comets about meteors have scientific bases Explain the regular occurrence of meteor showers S8ES-IId-24 Module 3: COMETS, ASTEROIDS AND METEORS Lesson 22: DO SUPERSTITIONS ABOUT COMETS, ASTEROIDS, AND METEORS HAVE SCIENTIFIC BASIS?
III. LEARNING RESOURCES A References . 1 Teacher's . Guide Pages Learner's 2 Materials . Pages Textb 3 ook . Page s 4 Additional . Materials from Learning Resource (LR) portal B Other Learning . Resource
LG pp.56 - 58 LM pp. 165 - 167
http://cse.ssl.berkeley.edu/segwayed/lessons/cometstale/frame_history.html
IV. PROCEDURES A Reviewing . previous lesson or presenting the new lesson Establishing a B purpose for the . Lesson
Recall the Comparison and contrast between comets, meteors, and asteroids.
Do activity on LM page 166 about superstitions on comets and asteroids READ the statement below. Illicit from the students their opinions and reactions.
Presenting examples / instances of the C new lesson .
There are many superstitions that comets, asteroids, and meteors are signs of the end of the world. If you research history, you can find that a lot of comets coincide with natural disasters. This has been a big reason that some people believe comets are a sign of doomsday. Again, this is a superstition. The Bible identifies apostates with comets and asteroids. Neila Rockson
D Discussing new . concepts and
Activity: Do superstitions about comets and asteroids have scientific basis? Why?
practicing new skills #1
Answer:________________________________________________________________________ ________________________________________________________________ Scientific facts/evidence to support the group’s answer: ______________________________________________________________________________ ______________________________________________ Proposed actions to promote a more scientific understanding of comets, asteroids, and meteors:____________________________________________________________________ _____________________________________________
E Discussing new . concepts and practicing new skills #2 F Developing . mastery (Leads to Formative Assessment)
Does believing in superstition about comets, asteroids, and meteorites have scientific basis?
Directions: List the superstitious belief that you can find in the picture below.
Finding practical G applications of . concepts and skills in daily living
1._________________________________________ 2._________________________________________ 3._________________________________________ 4._________________________________________ 5._________________________________________ H Making . generalizations and abstractions about the lesson
Superstition is the belief in supernatural causality - that one event causes another without any natural process linking the two events - such as astrology and certain aspects linked to religion, like omens, witchcraft and prophecies that contradict natural science.
I .
Evaluating Learning
Directions: Write the word Science if the statement pertains to a scientific fact, write the word Superstition if the statement pertains to a superstitious belief. 1. A shooting star is made of rocks and other minerals. Ans. Science 2. If a mother wants a twin, she should eat twin bananas Ans. Superstition 3. Comets are an ordinary member of the Solar System. Ans. Science 4. The use of a folded newspaper as a pillow for the newborn is supposed to Make him intelligent. Ans. Superstition 5. Lingering black butterfly is a sign that one of your relatives just died. Ans. Superstition
J .
Additional activities for application or remediation
List 5 superstition about death, pregnant women and wedding commonly practiced in your community.
V. REMARKS VI. REFLECTION No. of learners A who earned 80% . in the evaluation B No. of learners . who require additional activities for remediation who scored below 80% C Did the remedial . lessons work? No. of learners who have caught up with the lesson D No. of learners . who continue to require remediation E Which of my . teaching strategies worked well? Why did these worked? F What difficulties . did I encounter which my principal or supervisor can help me solve? G What innovation . or localized materials did I Use or discover which I wish to share with other teachers?
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