School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 8

K TO 12 Teacher NAZER M. LACABO, LPT Learning Area Science

DAILY LESSON LOG WEEK 1-2

Teaching Dates and Time Quarter 2
9:00-10:00 am

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: the relationship between faults and earthquakes

The learners shall be able to:

B. Performance Standard 1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community

2. make an emergency plan and prepare an emergency kit for use at home and in school

C. Learning Competencies / The learners should be able to…

Write the LC code for each
1. using models or illustrations, explain how movements along faults generate earthquakes; S8ES-IIa14
2. 2. differentiate the
2.1 epicenter of an earthquake from its focus;
2.2 intensity of an earthquake from its magnitude;
2.3 active and inactive faults; S8ES-IIa15

Objectives: At the end of this lesson, At the end of this lesson, At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to: students should be able to: students should be able to:

● describe fault; and ● explain how earthquakes ● explain how an earthquake ● explain how earthquake
are generated; and generates a tsunami. waves provide information
● determine the different about the interior of Earth.
types of faults. ● differentiate the epicenter
of an earthquake from its
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 focus, the intensity of an
earthquake from its
magnitude, and active and
inactive faults.

Faults Earthquakes Tsunamis Information About Earth’s

Interior from Earthquakes
II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources QUIPPER SCIENCE 8 STUDENTS ND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson or Recall the topic about the Recall the topic on faults. Recall the topic of Recall the topic of
presenting the new lesson layers of Earth. What are the What is a fault? What are earthquakes. What is an earthquakes. What is an
layers of Earth? the types of faults? earthquake? What are the earthquake? What is an active
parts of an earthquake? fault? What is an inactive
fault?

B. Establishing a purpose for ● How do faults form? ● How do tsunamis form? At the end of this lesson, the ● How did studying
the lesson student should be able to earthquake help in unraveling
● Why is there a need to ● Why is it important to answer the following information on Earth’s
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 know the different types of know how tsunamis are questions. interior?
faults? generated?
● How do we measure the ● Why is it important to study
strength of an earthquake? the waves generated by an
earthquake?
● Why is it important to
know the active and inactive
faults present in an area? At
the end of this lesson, the
student should be able to
answer the following
questions.

● How do we measure the

strength of an earthquake?

● Why is it important to
know the active and inactive
faults present in an area?

C. Presenting It's My Fault Let’s Measure the Shaking Let’s make tsunami How Do I Make My Own
examples/instances for the new Seismic Wave?
lesson In this activity, students will In this activity, students . In this activity, students will
be able to visualize how will be able to explore how be able to visualize how In this activity, students will
earthquakes happen and how a seismogram works tsunamis happen. be able to visualize how
it causes destruction. tornadoes happen.

D. Discussing new concepts and Discuss and elaborate on how Discuss and elaborate Discuss and elaborate Discuss and elaborate on the
practicing new skills # 1 faults form. What are earthquakes. What is an tsunami. What is a tsunami? topic of seismic waves. What
tectonic plates? What is earthquake? What is an are seismic waves? What are
asthenosphere? What is a active fault?

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 fault? Where do you find What is an inactive fault? the types of seismic waves?
most of the faults? What What is the elastic limit?
causes the movement of
faults?

E. Discussing new concepts and How Faults Move? How Destructive it May Paper Animation Show Me the Waves
practicing new skills # 2 Seem?
The activity aims to help The activity aims to help The activity aims to help
students visualize how The activity aims to help students create an animation students to how seismic waves
asthenosphere affects the students create a scenario of how tsunami affects a move through the layers
showing how destructive community.
movements of the tectonic earthquakes can be. of Earth
plates

F. Developing mastery Explain how movements of How does elastic limit Coastal communities are You were tasked to analyze
faults can create mountains affect a structure built on a common in every country, the seismic data of a
(Leads to Formative and mountain range. fault line? how can you protect these community vulnerable to
Assessment 3) people from the tsunami? earthquakes. What will be
your response from this task?

G. Finding practical Relate scientific process in Relate scientific process in Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation. solving real life situation. solving real life situation. solving real life situation.
skills in daily living

H. Making generalizations and The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
abstractions about the lesson students about what they students about what they students about what they students about what they have
have learned from the have learned from the have learned from the learned from the lessons.
lessons. lessons. lessons.

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I. Evaluating Learning Output will serve as Paper and pen test Prepare a 15 item quiz Prepare a 10 item quiz
evaluation

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

School Rizal Special Education Learning Center Grade Level Grade 8

K TO 12 Teacher NAZER M. LACABO, LPT Learning Area Science

DAILY LESSON LOG WEEK 3-4

Teaching Dates and Time Quarter 2
9:00-10:00 AM

I. OBJECTIVES MONDAY TUESDAY WEDENESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an The learners demonstrate an understanding of: the formation of typhoons and their movement within the PAR
understanding of: the
relationship between faults
and earthquakes

The learners shall be able to:

make an emergency plan and demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and
B. Performance Standard
prepare an emergency kit for calls for evacuation given by government agencies in charge
use at home and in school

C. Learning Competencies / explain how earthquake explain how typhoons develop; S8ES-IId18
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Write the LC code for each waves provide information infer why the Philippines is prone to typhoons; S8ES-IId19
about the interior of the earth
S8ES-IIc17

At the end of this lesson, At the end of this lesson, At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to: students should be able to: students should be able to:

Objectives: ● determine ways to be ● describe the various ● determine how ● describe the various
prepared in earthquakes and hydrometeorological landmasses and bodies of hydrometeorological hazards,
tsunamis. hazards, and water affect typhoons. and

● determine the impending ● determine the impending

effect for each effect for each
hydrometeorological hydrometeorological hazard.
hazard.

Preparing for Earthquakes Formation of Typhoons Effects of Landmasses and Typhoon-Prone Philippines
and Tsunamis Bodies of Water on
II. CONTENT Typhoons

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources QUIPPER TEACHER’S GUIDE AND STUDENT’S GUIDE

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IV. PROCEDURES

A. Reviewing previous lesson or Recall the topic of Recall that Earth has 4 Recall that typhoon Recall that countries have
presenting the new lesson earthquakes. What are subsystems. What are these formation involves air their own climate. What
earthquakes? How do 4 subsystems? masses and fronts. What are affects a country’s climate?
scientists locate the epicenter air masses and fronts?
of an earthquake?

B. Establishing a purpose for ● Why is it important to ● How does the typhoon How can landmasses and ● Why does the Philippines
the lesson prepare for earthquakes and form? bodies of water affect the experience numerous
tsunamis? strength of a typhoon? typhoons in a year?

● Why is it important to
know the presence of active
faults in an area?

C. Presenting Let’s Be Ready What is in the Subsystems? Typhoon Formation Typhoon Formation
examples/instances for the new
lesson In this activity, students will This activity will have the This activity will allow This activity will allow
be able to identify the students act out skits based students to recall the students to recall the concepts
vulnerabilities they have at on different scenarios concepts related to typhoon related to typhoon formation.
related to the subsystems. formation.
home

D. Discussing new concepts and Discuss and elaborate on the Define some terms related Discuss the characteristics Discuss meteorology. What is
practicing new skills # 1 things to do before an to the formation of of a tropical cyclone. What meteorology?
earthquake. What are the typhoons. What are air are these characteristics?
hazards of an earthquake? masses and fronts?
What are the things to do
before an earthquake?

E. Discussing new concepts and Go Bag Making Tropical Cyclones Eye of the Cyclone A: PAGASA
practicing new skills # 2
The activity aims to help

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 students identify the essential This is a video that will This is an activity that will This is media that will focus
materials that need to be focus on tropical cyclones. allow students to observe a on the work of PAGASA.
video showing the eye of a
present in their emergency cyclone.
bag

F. Developing mastery You are in school when an You are asked to be ready You are tasked with You are tasked with tracking
earthquake occurred, your for an impending tropical predicting the strength of a the formation of a typhoon
(Leads to Formative teacher asked you to do the cyclone. How can you typhoon as it progresses. through the West Pacific.
Assessment 3) duck, cover and hold under prepare and what should How would you go about
your table. In which part of you watch out for? doing this? Which are would you look at
the table is most safe? The and why?
side or the middle portion?

G. Finding practical Relate scientific process in Relate scientific process in Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation. solving real life situation. solving real life situation. solving real life situation.
skills in daily living

H. Making generalizations and Ask the students what they Ask the students what they Ask the students what they Ask the students what they
abstractions about the lesson have learned about the have learned about the have learned about the have learned about the lesson.
lesson. lesson. lesson.

II. Evaluating Learning Paper and pen test Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

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V. REMARKS

VI. REFLECTION

School Rizal Special Education Learning Center Grade Level Grade 8

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 5-6

Teaching Dates and Time Quarter 2
9:00-10:00 AM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: the The learners demonstrate an understanding of: characteristics of comets, meteors, and asteroids
formation of typhoons and their movement within the PAR

B. Performance Standard demonstrate precautionary measures before, during, and discuss whether or not beliefs and practices about comets and meteors have scientific basis
after a typhoon, including following advisories, storm
signals, and calls for evacuation given by government

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 agencies in charge

C. Learning Competencies /  explain how landmasses and bodies of water affect  compare and contrast comets, meteors, and asteroids; S8ES-IIg22
Write the LC code for each typhoons; S8ES-IIe20  predict the appearance of comets based on recorded data of previous appearances; and
 trace the path of typhoons that enter the Philippine S8ES-IIh23
Area of Responsibility (PAR) using a map and
tracking data; S8ES-IIf-21

Objectives: At the end of this lesson, At the end of this lesson, At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to: students should be able to: students should be able to:

● analyze the path of a ● determine ways on how ● identify the other ● recall the characteristics of a
typhoon as it enters the to prepare for incoming members of the solar comet;
country. typhoons. system; define and describe
an asteroid, a ● identify the origin of short
and long-period comets;
comet, and a meteoroid;
● name numerous scientists
● identify the classification that contributed to the study of
and origin of the different comets; and
types of asteroids; and
● appreciate that the
● identify the different parts appearance of comets can be
of a comet; compare predicted using calculations
between a meteoroid, involving various factors.
meteor, and a meteorite.

II. CONTENT The Philippine Area of Preparing for Typhoons Asteroids, Comets, and Predicting Comets
Responsibility Meteoroids

III. LEARNING RESOURCES

A. References

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1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources QUIPPER TEACHER’S GUIDE AND STUDENT’S GUIDE

IV. PROCEDURES

A. Reviewing previous lesson or Recall that PAGASA works Recall the paths that Recall basic information Recall information about an
presenting the new lesson to reduce the country’s typhoons take. What are about the sun. What are the asteroid? What are asteroids?
chances of damage from the usual paths that characteristics of the sun? What are the different types of
tropical cyclones. What is typhoons take? asteroids?
PAGASA?

B. Establishing a purpose for ● How can you track ● How did Super Typhoon ● What are other members ● Can we predict the
the lesson typhoons? Yolanda achieve an of the solar system? appearance of different
immense strength and celestial objects?
wreak havoc to the
province of Leyte? How
can people be prepared
during the typhoon?

C. Presenting Draw-and-Tell: Typhoon Tracking a Typhoon’s Path Asteroid Belt

examples/instances for the new Device
lesson This activity will have the Sun Art This is an activity that will
This activity will allow the students act out the usual allow students to have an
students to do a show-and- paths that typhoons take This is an activity that will overview of how asteroids
tell styled activity that will using pins and yarn. allow students to recall the move in the asteroid belt.
focus on devices that are characteristics of the sun.
helpful in monitoring a

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 typhoon.

D. Discussing new concepts and Discuss the paths that Discuss ways of preparing Discuss information about Discuss the locations of
practicing new skills # 1 typhoons take. What are the for typhoons. What is to be an asteroid? What are comets? Where do comets
usual paths that typhoons done before a typhoon? asteroids? What are the come from?
take? different types of asteroids?

E. Discussing new concepts and Tracking a Typhoon’s Path Make a Disaster DIY Asteroid Adventures of Rosetta and
practicing new skills # 2 Preparedness Kit Philae
This activity will have the This allows the students to
students create a model to This is an activity that will create their own model of This allows the students to be
track the usual paths that allow students to create a asteroids. familiar with astrological
typhoons take using pins and disaster preparedness kit mission to study comets.
yarn.

F. Developing mastery You have observed that the You are in charge of Why do you think the
typhoon that crossed the PAR warning a community prediction of comets is
(Leads to Formative has wind speeds of 180 kph. about an area that has been If an asteroid will hit Earth, important to human society?
Assessment 3) What public storm signal hit by a typhoon. You do you think it can cause a
warning will you issue? What noticed that the event lot of damage on the planet?
will you advise that people caused heavy flooding. Why?
watch out for when the What can you advise
typhoon crosses the PAR? people about the floods?
What should people watch
out for?

G. Finding practical Relate scientific process in Relate scientific process in Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation solving real life situation solving real life situation solving real life situation
skills in daily living

H. Making generalizations and Ask a student to define solute Ask the student what they Ask the student what they Ask the student what they
abstractions about the lesson and solvent. have learned. have learned. have learned.

III. Evaluating Learning Paper and pen test. Paper and pen test. Paper and pen test. Paper and pen test.

12 | Page
J. Additional activities for
application for remediation

V. REMARKS

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 8

K TO 12 Teacher NAZER M. LACABO, LPT Learning Area Science

DAILY LESSON LOG WEEK 7-8

Teaching Dates and Time Quarter 2
9:00-10:00 am

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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A. Content Standards The learners demonstrate an understanding of: characteristics of comets, meteors, and asteroids

B. Performance Standard discuss whether or not beliefs and practices about comets and meteors have scientific basis

C. Learning Competencies /  predict the appearance of comets based on recorded data of previous appearances; and S8ES-IIh23
Write the LC code for each  explain the regular occurrence of meteor showers S8ES-IIi-j2

At the end of this lesson, students should be able to: At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to:
● recall what a meteor is;
● define and describe what a ● identify different
● describe how meteor shower occurs; and galaxy is; superstitions and beliefs
Objectives: regarding comets, meteors,
● relate comets to the appearance of meteor showers. ● identify and describe the and meteorites; and
different classifications of
galaxies according to shape; ● recognize that different
and superstitions and beliefs
regarding celestial bodies vary
● name and classify other from culture to culture.
galaxies aside from the
Milky Way galaxy.

Meteor Showers Galaxies Superstitions and Beliefs on

II. CONTENT Celestial Bodies

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

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2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources QUIPPER SCIENCE 8 STUDENTS ND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson or Recall information about locations of comets? Where do Recall information about Recall information about
presenting the new lesson comets come from? meteor showers? What are galaxies? What is a galaxy?
meteor showers?

B. Establishing a purpose for How meteoroids changes as it travels across Earth’s ● What are galaxies? ● What is the common
the lesson atmosphere? superstition about other
● How do scientists collect objects in the solar system?
data about galaxies?

C. Presenting Jupiter the Asteroid Killer My Shooting Star A: Moving Galaxy

examples/instances for the new
lesson This is an activity that will allow students to understand This is an activity that will This is an activity that will
how Jupiter can affectasteroids in the Kuiper belt. allow students to create their allow students to create their
own shooting star using own model of moving galaxy.
flour.

D. Discussing new concepts and Discuss meteor showers? What are meteor showers? Discuss galaxies? What is a Introduce the ancient view
practicing new skills # 1 galaxy? about celestial objects. What
is the primitive view about
meteors, comets, and
asteroids?

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E. Discussing new concepts and Draw Your Own Shooting Star Watching Cosmos: A
practicing new skills # 2 Spacetime Odyssey (Halley’s
This activity will allow the students to design their own Milky Way Comet
meteor and express their ideas about this object.
This activity will allow the and Superstitions)
students to illustrate their
idea of the milky way. In this activity, students will
watch a portion of Episode 3
(Season 1) of Cosmos: A

Spacetime Odyssey, released

by Fox Broadcasting
Company and National

Geographic Society in 2014. It

is hosted and narrated by the
famed astrophysicist

Neil deGrasse Tyson.

F. Developing mastery Ask the following questions in class. A student will be Ask the following questions Ask the following questions in
selected to answer the question. If the answer is incorrect or in class. A student will be class. A student will be
(Leads to Formative insufficient, you may call on another student to answer. selected to answer the selected to answer the
Assessment 3) question. If the answer is question. If the answer is
incorrect or insufficient, you incorrect or insufficient, you
may call on another student may call on another student to
to answer. answer.

G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation. solving real life situation.
skills in daily living

H. Making generalizations and The teacher will ask the students about what they have The teacher will ask the The teacher will ask the
abstractions about the lesson learned from the lessons. students about what they students about what they have
have learned from the learned from the lessons.

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 lessons.

IV. Evaluating Learning Output will serve as evaluation Prepare a 15 item quiz Prepare a 10 item quiz

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

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