BACO NATIONAL HIGH Grade

School Grade 8
GRADES SCHOOL Level
Learning
1 to 12 Teacher Science
Area
Daily Lesson Log Teaching Date and Second (Earth
Quarter
Time Science)
DAY:

I. OBJECTIVES

Demonstrate an understanding of the formation of typhoons

A. Content Standards
and their movement within the PAR

Demonstrate precautionary measures before, during, and

after a typhoon including following advisories, storm signals
B. Performance Standards 
and calls for evacuation given by government agencies in
charge

C.

Trace the path of typhoons that enter the Philippine Area of

Responsibility (PAR) using the map and tracking data.1
S8ES-IIf-21
Learning Competencies / Objectives
1. Determine if your location is in the path of a tropical
  Write the LC code for each
cyclone, given the latitude and longitude position and
2. Explain why PAGASA regularly monitors when a tropical
cyclone is within PAR.

Module 2: UNDERSTANDING TYPHOONS

II. CONTENT
Lesson 15: INSIDE THE TROPICAL CYCLONE

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages TG pp.47
  2. Learner's Materials Pages LM pp. 146 – 148
Textbook
  3.    
Pages
  4. Additional Materials from
Learning
  Resource (LR) portal

B. Other Learning Resource  

IV. PROCEDURES  

A.
Reviewing previous lesson or
Explain why PAGASA regularly monitors when a Tropical
presenting the new lesson
  Cyclone is within PAR
(Elicit)

Establishing a purpose for the What do you think is inside the tropical cyclone?
B.
Lesson (Engage #1)
 Explain what the picture is all about?

Presenting examples / instances of

C. the new lesson
(Engage #2)

Consider the given two illustrations. The top one shows a

D. tropical cyclone as seen at an angle. White rain bands move
Discussing new concepts and around the center or “eye”. The bottom illustration shows a
practicing new skills #1 cross-section of a tropical cyclone. It is like slicing it in half
  (Explore) and looking at it from the side.
Give your inference on how the typhoon generates its strong
winds.
E. Discussing new concepts and
  practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment Discuss the answers in the exercise given (5 min) 
  (Explain)
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 Maximum Wind
(Elaborate #1) Cyclone Speed in kilometers
per hour (kph)
  Tropical depression 64
Tropical storm 118
Typhoon 200
Super typhoon Greater than 200
H. Making generalizations and The lowest air pressure is at the eye of the tropical cyclone.
abstractions about the lesson
  All tropical cyclones have low air pressure at the center.
(Elaborate #2)
I. Evaluating Learning (Evaluate) Choose the letter of the correct answer.
1. Which natural disaster comes from powerful thunderstorms
that originate over land?
a. hurricane c. tornado
b. cyclone d. typhoon (c)
2. Which type of severe weather is NOT an intense tropical
storm?
a. hurricane c. tropical cyclone
b. typhoon d. tornado (a)
3. A tropical cyclone which has winds going 74 mph or faster
a. Hurricane c. Eye
 b. Storm Surge d. Typhoon (d)
4. Quiet, calm area at the center of a hurricane
a. Hurricane c. Eye
b. Storm Surge d. typhoon (c)

J. Additional activities for application or

remediation Make a research of the different public storm warning signals.
(Extend)

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
  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? 

Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO

Teacher III Head Teacher III Principal III
 BACO NATIONAL HIGH
School Grade Level Grade 8
GRADES SCHOOL
 1 to 12 Teacher Learning Area Science
Daily Lesson Log Teaching
Second (Earth
Date and Quarter
Science)
Time
DAY:

I. OBJECTIVES

Demonstrate an understanding of the formation of typhoons and

A. Content Standards
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls for
evacuation given by government agencies in charge
C. Explain how land masses and bodies of water affect typhoons
S8ES-IId-21
Learning Competencies /
1. Develop the key concepts needed to assess public storm
Objectives
  warning signal with its equivalent hazards.
Write the LC code for each
2. Suggest necessary precautions not to experience weather
disturbance.
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 16: ARE YOU PREPARED?

III. LEARNING RESOURCES  

A. References TG p.47
Teacher's Guide
  1. LM pp. 149 – 151
Pages
Learner's Materials
  2.  
Pages
Textbook
  3.    
Pages
  4. google.com 
Additional Materials
Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT
from Learning
  2010. Uploaded on Oct 17, 2010
Resource (LR) portal
WESTERNPACIFICWEATHER.COM
B. Other Learning Resource  

IV. PROCEDURES CONSTRUCTIVISM APPROACH (Thinking Skills)  

A. Reviewing previous lesson

Explain what two weather factors tell weathermen that a certain
or presenting the new
  location is at the eye of a tropical cyclone
lesson (Elicit)
When a tropical cyclone enters the PAR and its way toward land,
Establishing a purpose for
B. warning signals are issued. Do you know what the signals mean?
the Lesson (Engage #1)
C. Presenting examples /
Video Presentation: Super Typhoon MEGI (JUAN) Landfall near
instances of the
Aparri, 17 OCT 2010. Uploaded on Oct 17, 2010
  new lesson
(Engage #2) WESTERNPACIFIC WEATHER.COM
D. Discussing new concepts The learners will be asked to prepare a 5 minute group presentation
and practicing on how the strong typhoons (tropical cyclone) approach a certain
  new skills #1 area. (The teacher should prepare a rubric.)
(Explore)
E. Discussing new concepts
and practicing
  new skills #2
F. Developing mastery 1. What circumstance that the public storm warning signal was
 (Leads to Formative issued?
 
Assessment (Explain) 2. Do you know what the weather signal means?
G. You never know when you will need the emergency kit. You must
Finding practical learn how to rely on yourself. In times of disaster, it may take a
applications of concepts
while before help arrives. What should be prepared during
  and skills in daily living
(Elaborate #1) calamities?

H. 1. What circumstance that the public storm warning signal was

Making generalizations and issued?
abstractions about the
  2. Do you know what the weather signal means?
lesson (Elaborate #2)
Note: see LM pages 149 – 151 for easy facilitation of your answer.
1. PSWS # 2 C. PSWS # 1
2. SUPER TYPHOON D. PSWS # 3
E. PSWS # 4

Select the letter from the box above the appropriate answer for the
following description:
1. Winds of 30-60 kph may be expected in at least 36 hours or
irregular rains may be expected within 36 hours
Evaluating Learning 2. Winds of greater than 60 kph up to 100 kph may be expected in
I.
(Evaluate) the next 24 hours
3. Winds of greater than 100 kph to 185 kph may be expected in
the next 18 hours
4. Very strong winds of more than 185 kph maybe expected in the
next 12 hours
5. A term for typhoons with maximum winds of at least 150 mph
or 220 kph, in the next 12 hours

KEY: 1. C 2. A 3. D 4. E 5. B

J. Look for the meaning of the following acronyms

Additional activities for
application or 1. DRRM 2. NDRRMC 3. MDRRMC
  remediation
(Extend) 4. PDRRMC 5. SDRRMC

V. REMARKS  

VI. REFLECTION

No. of learners who earned

A.
80% in the evaluation  
B. No. of learners who require
additional activities for
 
  remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners
  who have caught up with the
 
lesson
D. No. of learners who continue
to require  
  remediation
E. Which of my teaching  
 strategies worked well? Why
 
did these worked?
F. What difficulties did I
encounter which my principal
 
  or supervisor can help me
solve?
G. What innovation or localized
  materials did I
Use or discover which I wish  
  to share with other
teachers? 

Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO

Teacher III Head Teacher III Principal III

School BACO NATIONAL HIGH Grade Grade 8

 GRADES SCHOOL Level
Learning
1 to 12 Teacher Science
Area
Daily Lesson Log Teaching
Second (Earth
Date and Quarter
Science)
Time
DAY:

I. OBJECTIVES

Demonstrate an understanding of the formation of typhoons

A
Content Standards and their movement within the PAR
.
Demonstrate precautionary measures before, during, and
after a typhoon including following advisories, storm signals
B
Performance Standards  and calls for evacuation given by government agencies in
.
charge

C Explain how land masses and bodies of water affect

. typhoons
Learning Competencies /
S8ES-IId-21
Objectives
1. Be aware of the different measures necessary for
  Write the LC code for each
protection brought about by typhoon. 

Module 2: UNDERSTANDING TYPHOONS

Lesson 17: TYPHOON PREPAREDNESS AND
II. CONTENT
MITIGATION (DRRM APPROACH)

III. LEARNING RESOURCES  

A
References  
.
1 Teacher's Guide
 
. Pages
2 Learner's Materials
 
. Pages
Manual/Booklet on Kaalaman at Kahandaan sa Kalamidad at
3 Textboo
    Sakuna: by Dr. Ramil G. Ginete pp.48 – 53.
. k Pages
4 Google.com 
  Additional Materials
. untvweb (kids making interview the PAGASA people with
from Learning
animation presentation)
  Resource (LR) portal
B
Other Learning Resource  
.

IV. PROCEDURES CONSTRUCTIVISM APPROACH (Picture Analysis) 

A Reviewing previous
Based from the lesson yesterday, suggest necessary
. lesson or presenting the
precautions not to experience weather disturbance.
new lesson
 
(Elicit)
Establishing a purpose
B
for the Lesson (Engage As they say “ prevention is better than cure”
.
#1)
C Presenting examples / Video presentation: PAG ASA Public Storm Signals: untvweb
. instances of the (kids making interview the PAGASA people with animation
new lesson presentation)
 
(Engage #2)
 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
(Explore)

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 2. What should you do if the typhoon is in your area?
  Assessment 3. After the typhoon, what should be done?
(Explain)
G Finding practical Video presentation: What to do before, during and after a
. applications of concepts typhoon
and skills in daily living
  By: Randel Barit
(Elaborate #1)
H Making generalizations
. and abstractions
What to do before, during, and after a Typhoon
about the lesson
 
(Elaborate #2)
Read the sentences carefully and choose the best
answer:
1. The following statements are necessary measures to do
before the typhoon EXCEPT for one:
a. Store an adequate supply of food and clean water
b. Prepare foods that need not be cooked.
c. Keep flashlights, candles and battery-powered radios
within easy reach.
d. Stay inside the house. (D.)
Evaluating Learning 2. The safe and orderly return of evacuated persons to their
I.
(Evaluate) 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.)
Additional activities for
J. application or Group yourselves into 5, each group should have at least a
remediation camera to bring and prepare for school hazard mapping.
 
(Extend)

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned
A.
80% in the evaluation  
B. No. of learners who require
additional activities for
 
  remediation who scored
below 80%
C Did the remedial lessons
. work? No. of learners
who have caught up with
   
the lesson
D No. of learners who
. continue to require  
  remediation
E. Which of my teaching
strategies worked well?  
  Why did these worked?
F. What difficulties did I
encounter which my
 
  principal or supervisor can
help me solve?
G What innovation or
. localized materials did I use
  or discover which I wish to  
  share with other teachers? 

Prepared by: Checked by: Noted by:

 IRENE M. BLANCO SARLEN V. CASTILLO
Teacher III Head Teacher III Principal IIi

BACO NATIONAL
School Grade Level Grade 8
GRADES HIGH SCHOOL
1 to 12 Teacher Learning Area Science
Daily Lesson Log Teaching Date Second (Earth
Quarter
and Time Science)

DAY:

I. OBJECTIVES

Demonstrate an understanding of the formation of typhoons and

A. Content Standards
their movement within the PAR
Demonstrate precautionary measures before, during, and after a
B. Performance Standards  typhoon including following advisories, storm signals and calls
for evacuation given by government agencies in charge
C. Explain how land mass and bodies of water affect typhoons
S8ES-IId-21
1. Improve students’ level of awareness on the potential
Learning Competencies /
hazards and risks within and around schools;
Objectives
  2. Increase the participation of children in addressing
Write the LC code for each
potential disaster by reducing vulnerabilities
3. Inculcate a culture of safety in the day-to-day experience of
children in school.
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 18: Student- led School Watching and Hazard Mapping

III. LEARNING RESOURCES  

A. References  
  1. Teacher's Guide Pages
Learner's Materials
  2.
Pages
Textbook
  3.    
Pages
  4. Additional Materials from
Learning
  Resource (LR) portal

B. Other Learning Resource DO 23, s. 2015 - Student-Led School Watching and Hazard
Mapping 
INQUIRY-BASED APPROACH
IV. PROCEDURES
(Knowledge Building community model) 
A. Reviewing previous lesson or
1. What measure should you take to prepare for a typhoon?
presenting the new lesson
  (Elicit)
B. Establishing a purpose for
the Lesson (Engage #1)
 Presenting examples /
instances of the
new lesson
C. (Engage #2)
 
D. Discussing new concepts
and practicing
What is common in the above scenarios?
  new skills #1
(Explore #1)
1. Organizing and preparing the school watching team.
The moderator is preferably a DRRM -trained school
Discussing new concepts personnel who is familiar with the hazards and risks in the
E.
and practicing school.
new skills #2 2. School watching and hazard mapping
(Explore #2) Walk through each building, classroom, office, laboratory,
 
workshop, play area, garden, and any open area of the
school
F. Developing mastery
(Leads to Formative Use the school watching checklist as a basic guide in identifying
  Assessment) hazard factors and/or at risk areas in the school.
(Explain)
G. Finding practical applications
“We need to train, prepare and equip ourselves with all the
of concepts
knowledge, skills and the right attitude to ready ourselves for
  and skills in daily living
calamities and disasters”
(Elaborate #1)

H. Making generalizations and

abstractions
about the lesson
(Elaborate #2)

Evaluating Learning Give at least 5 hazard factors or at risk area and give
I.
(Evaluate) suggestions to solve the problem
J. Additional activities for
application or
What happens when a comet or an asteroid hits Earth?
  remediation
(Extend)
V. REMARKS  

VI. REFLECTION
No. of learners who earned
A.
80% in the evaluation  
B. No. of learners who require  
  additional activities for
remediation who scored below
 80%
C. Did the remedial lessons work?
No. of learners
  who have caught up with the
 
lesson
D. No. of learners who continue to
 
  require remediation
E. Which of my teaching
strategies worked well? Why  
  did these worked?
F. What difficulties did I encounter
which my principal or  
  supervisor can help me solve?
G. What innovation or localized
  materials did I use or discover
 
which I wish to share with other
  teachers? 
Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO

Teacher III Head Teacher III Principal III
 Baco National High
School Grade Level Grade 8
GRADES School

1 to 12 Teacher Learning Area Science

Daily Lesson Teachin
Log g Date
Quarter Second (Earth Science)
and
Time

DAY:

I. OBJECTIVES

A. Content Standards Demonstrate an understanding of the characteristics of comets, meteors, and asteroid

Performance Discuss whether or not beliefs and practices about comets about meteors have scientific
B.
Standards  bases

C.
Learning Compare and contrast comets, meteors, and asteroids.
Competencies / S8ES-IIg-22
Objectives 1. Compare the characteristics of these Near Earth Objects (NEO's), comets, meteors,
  Write the LC code for and asteroids.
each 2. Briefly describe their origin and its interaction in the solar system.

Module 3: COMETS, ASTEROIDS AND METEORS

II. CONTENT
Lesson 19: COMETS, ASTEROIDS AND METEORS (Introduction)
III. LEARNING
 
RESOURCES

A. References  

1 Teacher's Guide
  CG pp 47 - 49
. Pages
2 Learner's
  LM page 153
. Materials Pages
3
  Textbook Pages    
.
4 Additional
  Materials from
.
Learning
  Resource (LR)
portal
Other Learning
B.  
Resource

IV. PROCEDURES CONSTRUCTIVISM APPROACH (Picture Analysis/Thinking Skills)  

A. Reviewing previous
lesson or “We need to train, prepare and equip ourselves with all the knowledge, skills and the
presenting the new right attitude to ready ourselves for calamities and disasters”
  lesson (Elicit)
 Establishing a
purpose for the To have an Overview of the lesson please read the topic Comets, Asteroids, and
B.
Lesson Meteors on LM p. 153.
(Engage #1)
Picture Analysis
Directions: Identify the pictures and describe each

Presenting
examples /
instances of the
C. new lesson
(Engage #2)

 
 CHARACTERIS
TICS

Appears as a
streak in the sky
Frozen ball of
D.
Discussing new dust
concepts and Is visible in our
practicing new skills sky
#1
(Explore) Made up of rock
Orbits the Sun
Orbits between
Jupiter and
 
Mars
Often called
“Shooting Stars”
Usually burns
up the Earth’s
atmosphere

Discussing new
E. concepts and
practicing new skills
  #2

F. Developing mastery 1. Has Earth ever been hit by a comet or an asteroid?

(Leads to Formative 2. If yes, how have such impacts affected Earth?
Assessment 3. How often does a comet or an asteroid hit Earth?
  (Explain)
Finding practical
G. applications of
Write 5 superstitious beliefs that coincide with the
concepts and skills
appearance of meteorites and comets.
  in daily living
(Elaborate #1)
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
Making
(NEAs), more than one hundred near-Earth comets (NECs), and a number of solar-
generalizations and
H. orbiting spacecraft and meteoroids, large enough to be tracked in space before striking
abstractions about
the Earth. It is now widely accepted that collisions in the past have had a significant role
the lesson
in shaping the geological and biological history of the planet. NEOs have become of
  (Elaborate #2)
increased interest since the 1980s because of increased awareness of the potential
danger some of the asteroids or comets pose to Earth.
I. Evaluating Learning Directions: Write the letter of the correct answer.
(Evaluate) 1. An instrument used by astronomer to look for heavenly bodies in the sky.
a. telescope b. kaleidoscope
c. gyroscope d. microscope Ans. A
2. A shooting star is more accurately termed as
a. meteors b. comets
c. meteorites d. moons Ans. C
 3. What NEO stands for?
. near Earth office b. near Earth optics
c. near Earth orbit d. near Earth objects Ans. D
4. An object at appears like a streak in the sky.
a. comets b. satellite
b. moons d. meteor Ans. A
5. It is an object in the sky that usually burns up as it enters the earth
Atmosphere.
a. meteorites b. satellite
c. moons d. planets Ans. A
Bring the following materials for tomorrow’s activity.
J. Additional activities
1 rectangular container (aluminum tray or plastic)
for application or
1 pebble (1-4 cm in diameter)
remediation
  colored flour/colored starch
(Extend)
pencil
V. REMARKS  

VI. REFLECTION
No. of learners who
A. earned 80% in the
 
evaluation
No. of learners who
B. require additional
activities for  
  remediation who
scored below 80%
Did the remedial
C. 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? 

Prepared by: Checked by: Noted by:

 IRENE M. BLANCO SARLEN V. CASTILLO
Teacher III Head Teacher III Principal III

Grade
School Baco National High School Grade 8
GRADES Level
Learning
1 to 12 Teacher Science
Area
Daily Teaching
Lesson Date and Quarter Second (Earth Science)
Log Time

DAY: Monday

I. OBJECTIVES

A. Content Demonstrate an understanding of the characteristics of comets, meteors, and

 Standards asteroid
Performance Discuss whether or not beliefs and practices about comets about meteors have
B.
Standards  scientific bases
C. Learning Compare and contrast comets, meteors, and asteroids.
Competencies / S8ES-IIg-22
Objectives 1. Describe how impact craters are formed when a comet or asteroid hits Earth
  Write the LC based on a simulation; and
code for each 2. Present observations on simulating a comet or asteroid impact using drawings.
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT Lesson 20: WHAT HAPPENS WHEN A COMET OR AN ASTEROID HITS THE
EARTH?
III. LEARNING
 
RESOURCES
A. References  
Teacher's
  1. Guide LG 50 – 51
Pages
Learner's
  2. Materials LM 154 – 159
Pages
Textboo
  3.    
k Pages
  4. Additional
Materials
from
  Learning
Resource
(LR) portal
Other Learning
B.  
Resource
IV. PROCEDURES CONSTRUCTIVISM APPROACH (Thinking Skills)  
A. Reviewing
previous lesson
Compare the characteristics of these Near Earth Objects (NEO's), comets,
or presenting
  meteors, and asteroids.
the new lesson
(Elicit)
Establishing a
purpose for the See table 1. Comparison of some characteristics of Comets and Asteroids then
B.
Lesson answer the question after it.
(Engage #1)
C. Presenting Watch the video clip entitled: Discovery Channel-Large Asteroid Impact
examples / Simulation
instances of the
  new lesson (Integrate the lesson to Filipino subject: Story telling – origin/myth of Comets and
(Engage #2) Asteroids)
Discussing new 1. Fill the rectangular tray with colored flour about 3-4 centimeters deep.
concepts and 2. Place the tray on top of a table (or armrest of a chair).
practicing 3. Throw a pebble to hit the flour in the tray. Do this about four times, hitting
new skills #1 different parts of the flour in the tray.
(Explore) 4. In the space below, draw the shape of the “craters” made by the pebble on the
colored flour as:

D. a. viewed from the top. b. viewed from the side

 
E. Discussing new
concepts and
practicing new
  skills #2

F. Developing
mastery 1. What do you notice about the shape of your pebble’s crater and the shape of
(Leads to the impact crater shown in the photo?
  Formative 2. What do you think happened to the plants and animals living in the area
Assessment 3) where the comet or asteroid crashed?
(Explain)

Directions: Draw and interpret the impact of an asteroid as it hits the Earth
surface. Use the rubrics for checking.

Finding CRITERIA RATING

practical
applications of
G. The concept being conveyed is delivered
concepts and 5 4 3 2 1
clearly.
skills in daily
living (Elaborate The drawing is realistic in relation to concepts
#1) 5 4 3 2 1
learned.

  Cleanliness 5 4 3 2 1
Creativity. 5 4 3 2 1

H. Making
generalizations
Impact craters resembles the shapes of the asteroid which is usually circular. The
and
crater is relatively larger than the meteorites itself because of the intensity of the
abstractions
  impact. The immediate surrounding during impact is pulverized by the intense
about the
heat and force created by the impact.
lesson
(Elaborate #2)
Evaluating  Directions: Enumerate the possible effects of a giant meteorites smashing into
Learning the earth.
I. (Evaluate) 1. 4.
2. 5.
3..
J. Additional
activities for
Watch the movie “Deep Impact”, state some notable scenes about collision of an
application or
  asteroid with the Earth.
remediation
(Extend)

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? 

Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO

Teacher III Head Teacher III Principal IIi

BACO NATIONAL HIGH

School Grade Level Grade 8
GRADES SCHOOL
Learning
1 to 12 Teacher Science
Area
Daily Lesson Teaching
Second (Earth
Log Date and Quarter
Science)
Time
DAY:
I. OBJECTIVES

A Demonstrate an understanding of the characteristics of comets,

Content Standards
. meteors, and asteroid
B Performance Discuss whether or not beliefs and practices about comets about
. Standards  meteors have scientific bases
C Compare and contrast comets, meteors, and asteroids.
. S8ES-IIg-22
Learning
1. Describe the changes that happens to a fragment from a comet or
Competencies /
asteroid as it enters Earth’s atmosphere;
Objectives
2. Make a diagram showing relationship among meteoroid, meteor,
  Write the LC code for
and meteorite using a diagram;
each
3. Explain how meteoroid, meteor, and meteorite are related.

Module 3: COMETS, ASTEROIDS AND METEORS

II. CONTENT Lesson 21: COMPARISON OF CHARACTERISTICS OF COMETS,
ASTEROIDS AND METEORS
III. LEARNING
 
RESOURCES
A
References  
.
1 Teacher's Guide
  LG pp.52 – 55
. Pages
2 Learner's
  LM pp. 156 – 159
. Materials Pages
3 Textboo
     
. k Pages
4 Additional
 
. Materials from
Learning http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
  Resource (LR)
portal
B Other Learning
 
. Resource
IV. PROCEDURES INTEGRATIVE APPROACH (Discussion Method)  
A Reviewing previous
. lesson or presenting Showing on a given photo compare the shape of the pebbles “crater”
the new lesson with the shape of the impact crater.
 
(Elicit)
Establishing a
B purpose for the Presentation of the Impact Theory: visit
. Lesson http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
(Engage #1)
Presenting
C examples / instances Word Drill: Given the definitions of the key concepts, identify what is
. of the new lesson asked for:
See LG pp. 52
  (Engage #2)
Discussing new Meteoroid, meteor, and meteorite: How are they related? Make an
concepts and inference
practicing new skills
What is a meteor? What is a meteoroid?
#1 (Explore #1)
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
E Discussing new
. concepts and
practicing new skills
 
#2 (Explore #2)
F Developing mastery
. (Leads to Formative
What are the differences between asteroids, meteorites, and comets?
Assessment
 
(Explain)
G Finding practical
. applications of
Draw in a short bond paper a comet, asteroid and a meteorite.
concepts and skills in
Describe each.
  daily living
(Elaborate #1)
Study the picture below

Making
generalizations and
abstractions
about the lesson
H (Elaborate #2)
.

 
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
I Evaluating Learning
3. The part of a meteoroid or asteroid that survives the passage
. (Evaluate)
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
J Additional activities There are only 5 meteorites found in the Philippines that have
. for application or
been internationally validated. Give the name, year of
remediation
  discovery, place discovered, and types of meteorites.
(Extend)

V. REMARKS  

VI. REFLECTION
 
No. of learners who
A
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? 
Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO

Teacher III Head Teacher III Principal iii

Grade
School Baco National High School Grade 8
GRADES Level
Learning
1 to 12 Teacher Science
Area
Daily Lesson Log Teaching Date First
Quarter
and Time (Physics)

DAY:

I. OBJECTIVES

A
Demonstrate an understanding of the characteristics of
. Content Standards
comets, meteors, and asteroid
B Performance Standards  Discuss whether or not beliefs and practices about
.
comets about meteors have scientific bases
C Explain the regular occurrence of meteor showers
. S8ES-IIi-j-24
Learning Competencies /  1. Provide sound, scientific evidence to support one’s
Objectives stand about superstitions on comets, asteroids, and
  Write the LC code for each meteors; and
2. Formulate doable actions to address superstitions on
comets, asteroids, and meteors
Module 3: COMETS, ASTEROIDS AND METEORS
Lesson 22: DO SUPERSTITIONS ABOUT COMETS,
II. CONTENT
ASTEROIDS, AND METEORS HAVE SCIENTIFIC
BASIS?

III. LEARNING RESOURCES  

A
. References  

  1. Teacher's Guide Pages LG pp.56 - 58

  2. Learner's Materials Pages LM pp. 165 - 167
Textbook Pages
  3.
  4. Additional Materials from http://cse.ssl.berkeley.edu/segwayed/lessons/
Learning cometstale/frame_history.html
  Resource (LR) portal
B
. Other Learning Resource  

IV. PROCEDURES INTEGRATIVE APPROACH (Discussion Method)  

A
. Reviewing previous lesson or Recall the Comparison and contrast between comets,
presenting the new lesson
meteors, and asteroids.
(Elicit)
 
B Establishing a purpose for the
Do activity on LM page 166 about superstitions on
. Lesson
comets and asteroids
(Engage #1)
READ the statement below. Illicit from the students their
opinions and reactions.

C There are many superstitions that comets,

. asteroids, and meteors are signs of the end of the world.
Presenting examples / instances If you research history, you can find that a lot of comets
of the coincide with natural disasters. This has been a big
new lesson reason that some people believe comets are a sign of
(Engage #2) doomsday. Again, this is a superstition. The Bible
  identifies apostates with comets and asteroids.
Neila
Rockson
(Integrate the lesson to English: Reading
Comprehension)
Discussing new concepts and Activity: 
practicing new skills #1 Do superstitions about comets and asteroids have
(Explore #1) scientific basis? Why?
Answer:______________________________________
_____________________________________________
 _______________________________________

Scientific facts/evidence to support the group’s answer:

D _____________________________________________
. _____________________________________________
______________________________________

Proposed actions to promote a more scientific

understanding of comets, asteroids, and
  meteors:______________________________________
_
_____________________________________________
_____________

E Discussing new concepts and

. practicing new skills #2
  (Explore #2)
F Developing mastery Does believing in superstition about comets, asteroids,
. (Leads to Formative Assessment and meteorites have scientific basis?
  (Explain)
Directions: List the superstitious belief that you can find
in the picture below.

G Finding practical applications of

. concepts and skills in daily living
(Elaborate #1)

1._________________________________________
 
2._________________________________________
3._________________________________________
4._________________________________________
5._________________________________________
Superstition is the belief in supernatural
causality - that one event causes another without any
Making generalizations and
H natural process linking the two events - such as
abstractions about the lesson
. astrology and certain aspects linked to religion, like
(Elaborate #2)
omens, witchcraft and prophecies that contradict natural
 
science.
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
I Evaluating Learning Ans. Superstition
. (Evaluate) 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.
  (Extend)

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?
What innovation or localized
G materials did I
 
. Use or discover which I wish to
share with other teachers? 

Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO

Teacher III Head Teacher III Principal III