GRADE 1 to 12 School Grade Level GRADE 8

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Time Quarter SECOND

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learners demonstrate an understanding of the formation of typhoons and their movement within the PAR
B. Performance Standard * demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given by
government agencies in charge
* participate in activities that lessen the risks brought by typhoons
C. Learning Competency / Objectives S8ES-IId- S8ES-IId- S8ES-IIe- S8ES-IIf-21-
Write the LC code for each. 19- infer why the Philippines is 19- infer why the Philippines is prone 20- explain how landmasses and trace the path of typhoons that enter
prone to typhoons to typhoons bodies of water affect typhoons; the
Philippine Area of Responsibility (PAR)
using a map and tracking data;
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Module 1 What is a Typhoon? Formation of typhoons Philippine Area of Responsibility

III. LEARNING RESOURCES

A. References -
1. Teacher’s Guide pages pp. 65-88 pp. 89-91 pp. 91-92 pp. 92-94
2. Learner’s Materials pages pp. 115-136 pp. 137-139 P, 139 pp. 139-142
3. Textbook pages -- -- -- --
4. Additional Materials from Learning -Sciene 8 Science and Technology I: Science and Technology I: www.google.com
Resource (LR) portal Learner’s Module. Campo, Pia Integrated Integrated
C., et al. Science Textbook for First Year. Science Textbook for First Year.
2013. pp. 138-139. Villamil, Aurora M., Ed.D. 1998. pp. 207- Villamil, Aurora M., Ed.D. 1998. pp. 207-
208. 208.

B. Other Learning Resource WORLD MAP Pictures, chart Bottles, caps, and masking tape map of the Philippines and vicinity
pencil
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the Identification of the different bodies of Review concepts learned as regards to video or animation of a tropical cyclone Ask students what they understand about
new lesson water surrounding the country Philippine geographic location where the clouds the Philippine Area of Responsibility
are moving around the center
 B. Establishing a purpose for the lesson What makes our country unique and Ask students their preliminary understanding Ask students their preliminary Explaining the objectives of the activity
different with other countries? on how a typhoon is formed understanding on how a tropical cyclone
occurs
C. Presenting examples/Instances of the new Discuss: Set up A. boiling water with Discuss: Typhoon Discuss: movement of winds around a Discussion of the procedures
lesson cover. Observe what happen with the center in a tropical cyclone
cover.
D. Discussing new concepts and practicing new Analogize it with precipitation process Describe a typhoon Simulation activity Preparation of materials
skills # 1 (rain formation)
E. Discussing new concepts and practicing new Infer the relationship of the bodies of Discuss the different categories of tropical -- Conduction of the activity
skills # 2 water surrounding the country with the cyclone
number of typhoons crossing.
F. Developing mastery What are the factors in cyclone Explain how typhoon is formed Explaining how winds blow in the Northern Answering guide questions
(leads to Formative Assessment 3) formation? and Southern hemisphere
G. Finding practical application of concepts and Where does the water goes as we Typhoon awareness Typhoon awareness Typhoon awareness
skills in daily living dispose them as part of our daily
chores?
H. Making generalizations and abstractions about Why Philippines experience lots of Define typhoon and explain how typhoon is Giving summary of learned concepts and explain what is meant when a typhoon
the lesson weather disturbances? developed ideas has entered the Philippine Area of
Responsibility
I. Evaluating learning Summary of lesson through a diagram Oral participation Group performance Check-up finished activities
J. Additional activities for application or remediation --- -- -- --

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
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