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KRA 1

Content
Knowledge
and Pedagogy
OBJECTIVE 1

Applied knowledge of
content within and
across curriculum
teaching areas
MOV 1

Classroom
observation tool
(COT) rating sheet
and /or inter-observer
agreement form about
knowledge of content
within and across
curriculum teaching
areas
MOV 2

Lesson plans/modified
DLLs developed
highlighting integration
of content knowledge
within and across
subject areas
School Lunec National High School Grade Level Grade 8 Diamond and Gold
Teacher Barvie B. Zumel Learning Area Science (Earth Science)
Teaching
Dates and August 29, 2018 (1:00-2:00) Quarter Second
Time (2:00-3:00)

I. OBJECTIVES
Demonstrate an understanding of the relationship between faults
A. Content Standards
and earthquakes
B. Performance Participate in decision making on where to build structures based on
Standards knowledge of the location of active faults in the community
C. Learning
Differentiate the epicenter of an earthquake to its focus.
Competencies/
Objectives -Demonstrate how movement along faults affect its surroundings
Write the LC code for
each
S8ES-IIa-15
EARTHQUAKES AND FAULTS
II. CONTENT
FOCUS AND EPICENTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG pp. 77-80
pages
2. Learner’s Materials
pages
LM page 125-127
Pavico, J. M., et. al. (2013)Exploring Life through Science Series 8,
3. Textbook pages Quezon City:
Phoenix Publishing House pp. 405-406
4. Additional Materials
from Learning
Resource (LR) portal
https://www.history.com/this-day-in-history/earthquake-wreaks-
B. Other Learning havoc-in-the-philippines
Resources https://www.youtube.com/watch?v=nbOYE1-olAw

IV. PROCEDURES
A. Reviewing previous
lesson or presenting Ask students to relate faults and earthquake.
the new lesson
(ELICIT)
Show a map of active faults in the Philippines.

B. Establishing a purpose
for the lesson
(ENGAGE)
What can you say about the number of faults in the Philippines?
There are identified active faults, what does this mean? What can
you infer about the frequency of possible earthquakes with regard to
the identified active faults in the Philippines?
Let students read aloud the short news article presented:
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

C. Presenting stampedes of others doing the same thing….


examples/instances of
the new lesson
(ENGAGE) Baguio, sitting on at least seven fault lines, is now listed as
one of the most risk-prone cities in Asia. In addition to the risk of
earthquakes, the area’s high annual rainfall increases the likelihood
of deadly landslides.

Questions:
1. What information is provided in the LEAD?
2. How devastating can a 7.7 magnitude earthquake be?
3. Where is the epicenter of the earthquake? What does
epicenter mean?
4. Nueva Ecija was declared the epicenter of the earthquake.
What does it mean?
5. In this case, despite the location of the epicenter, why do you
think Baguio had the most devastating effect?
Use the map:
1. Locate the epicenter of the 1990 earthquake on the map.
2. Locate Digdig Fault.
3. What fault lines lie under Baguio?

D. Discussing new  Group activity “Where does earthquake start?” (LM pp 125-
concepts and
127)
practicing new skills
#1 (EXPLORE)  Use the model to show different types of movement along
fault.
How would the surroundings be affected?

Using your model, explore the location of focus in different


types of movement along faults.

E. Discussing new
concepts and
practicing new skills
#2 (EXPLORE)

What is the relationship of fault, focus and epicenter?


What are similarities and differences of focus and epicenter?
Watch video clip presentation of the comparison between focus and
F. Developing mastery epicenter
(leads to Formative
Assessment 3) 1. On which location on the ground does the initial movement
(EXPLAIN) originate during an earthquake?
2. How does this movement (shaking) spread into the surface?
G. Finding practical
applications of Read the quotation below relate this to what you have learned.
concepts and skills in “I am the earthquake of love. How you feel is my fault.”
daily living ― Jarod Kintz, Love quotes for the ages. Specifically ages 18-81.
(ELABORATE)
H. Making The epicenter is the point on the Earth's surface that is directly above
generalizations and
abstractions about the
the focus while the focus is the point (below the surface) where
lesson (ELABORATE) an earthquake originates.
Label the diagram with concepts of earthquake

Ans. 1. Epicenter; 2. Fault; 3. Focus; 4. seismic waves;


5. opposing plates

I. Evaluating learning
(EVALUATE)

From the diagram: Establish the connection of epicenter and focus.


I. Differentiated Activity:
J. Additional activities for Group A: Collect news clips about earthquake incidences around the
application or world. Read and present your output.
remediation Group B: Create and present a jingle about the things to be prepared
(EXTEND) in case of an earthquake.
Group C: Make an information campaign poster about the BIG ONE.
Group D: Create a video presentation about the importance of
earthquake drill.
Group E: Present a timeline of the most devastating earthquakes in
the world.
II. Please the attached activity

V. REMARKS

VI. REFLECTION

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

B. No. of learners who require additional activities for


remediation

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?
EARTHQUAKE RISK ASSESSMENT
Earthquakes come without warning. The best time to prepare for an earthquake is before it
even happens. The hazards that earthquakes pose include the collapse of buildings, fire, landslides,
and tsunamis. It is best to know beforehand if your house is prone to earthquake hazards so that you
can mitigate its effects. Fill up the table below by identifying and locating the following hazards in your
house.

Risk Indicator Risk Index How Location Action


Many
Cracks on the wall Yes (1)
No (0)
Cracks in the ceiling Yes (1)
No (0)
Cracks on the floor Yes (1)
No (0)
Bookshelves that are not bolted to Yes (1)
the wall No (0)
Mirrors, pictures hanging over or Yes (1)
beside the bed No (0)
Electrical wires crisscrossing walk Yes (1)
ways No (0)
Soft soil around or beneath the Yes (1)
house No (0)
I don’t know
(1)
House lies along or near a fault  Yes (1)
line  No (0)
 I don’t know
(1)
Rate the earthquake risk hazard of your house
MOV 3

Instructional materials
highlighting mastery
of content and its
integration in other
subject areas
MOV 4

Performance tasks/
test material(s)
highlighting
integration of content
knowledge within and
across subject areas
MOV 5

Others
(Please specify and
provide annotations)
OBJECTIVE 2

Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills
MOV 1

Classroom
observation tool
(COT) rating sheet
and /or inter-observer
agreement form about
teaching strategies
that enhance learner
achievement in
literacy and numeracy
skills
MOV 2

Lesson
plans/modified DLLs
used in teaching
highlighting learner-
centered strategies
that promote literacy
and/or numeracy
skills
School Lunec National High School Grade Level Grade 8 Diamond and Gold
Teacher Barvie B. Zumel Learning Area Science (Physics)
Teaching
Dates and July 5, 2018 (1:00-2:00) Quarter FIRST
Time (2:00-3:00)

I. OBJECTIVES
The learner demonstrates understanding of work using constant force, power,
A. Content Standards gravitational potential energy, kinetic energy, and elastic potential energy

B. Performance
Standards Develops a written plan and implement a-Newton’s Olympics

(S8FE-Ic-20)

C. Learning  Identify situations in which work is done and in which no work is done
Competencies/
Objectives Objective;
Write the LC code Calculate the amount of work done using appropriate units.
for each

WORK, POWER AND ENERGY


II. CONTENT
CALCULATING WORK
III. LEARNING
RESOURCES
D. References

1. Teacher’s Guide 19 – 20
pages
2. Learner’s Materials 24 – 25
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
E. Other Learning
Resources Lesson Guide Grade 8 First Quarter, pp. 33-34

IV. PROCEDURES
F. Reviewing previous
Show two pictures: Which picture shows that a work is happening. Picture A(A
lesson or presenting woman walking wearing a shoulder bag) vs Picture B (A man pulling a cart)
the new lesson
(ELICIT) When do we say that work is done?
Students will watch a short video clip on how to calculate the amount of
G. Establishing a work done on the object.
purpose for the (please follow the link for the video clip on work
lesson www.youtube.com/watch?v=hQKYb7P5vwA)
(ENGAGE)
Drill: Multiplication table
Example of situational problems on work
H. Presenting
1. A box is dragged horizontally across a floor by a 100 N force acting parallel
examples/instances
to the floor. What is the work done by the force in moving it through a
of the new lesson
distance of 8 m?
(ENGAGE)
I. Discussing new
concepts and Do the Activity on Calculating Work, Lesson Guide Grade 8 First Quarter pp. 33-
practicing new skills 34
#1 (EXPLORE)
J. Discussing new
concepts and Work problems to be solved by pair
practicing new skills 1. A body moves through a distance of 4 m while a force F of 12 Newton acts on it.
#2 (EXPLORE) What is the work done by the force on the body?
2.Two men exerted a force of 1080 N to push the car 218 m to the nearest fuel
station. Determine the work done on the car.

K. Developing mastery
Discuss the answer on the given exercises
(leads to Formative
Assessment 3)
Practice problem solving items on the board and let students explain their answer.
(EXPLAIN)
Analyze the picture, Do you think that the man climbing upstairs demonstrate or
performs work? Why?

L. Finding practical
applications of
concepts and skills
in daily living
(ELABORATE)

Work is said to be done when a body undergoes displacement. It is


denoted by W. Work Formula is given by W = F . d
M. Making where :
generalizations and
F = force applied and
abstractions about
the lesson d = displacement.
(ELABORATE) Work formula is used to calculate work done, force or displacement in any
problems. It is given in N-m.

Direction: Read each statement carefully and write the letter of the
correct answer.
1. How much work is required to lift a 2 kg mass to a height of 10
meters?
A. 5 J B. 20 J *C. !00 J D. 200 J

2. A garden tractor drags a plow with the force of 500 N in a distance of 10 meters
in 20 seconds. How much work is done?
A. 0.25 J B. 1000 J C. 2599 J* D. 5000J
3. One joule is equivalent to:
A. 1 N.m3 B. 1 kg.m3 C.1 watt2 .N *D. 1 kg.m2 /s2
4. Which of the following 10 N forces acting over 10 m would produce the most
work?

30 degrees 45 degrees

A B
N. Evaluating learning
(EVALUATE)

45 degrees Horizontal
C *D

5. Students A and B run up the same flight of stairs.


 Both students run up the stairs at constant velocities.
 Student A takes twice as long as student B to climb the stairs.
 Student A weighs twice as much as student B

I. Student A develops more power than student B.


II. Student B does more work than student A.
III. The change in potential energy of student A is twice that of student B.

A. I only *B. III only


C. I and II only D. I and III only
O. Additional activities
for application or
Why is work considered a method of transferring energy?
remediation
(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

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?
MOV 3

Instructional materials
highlighting learner-
centered strategies
that promote literacy
and/or numeracy
skills
MOV 4

Performance
tasks/test material(s)
used in teaching
MOV 5

Results of
assessment used in
teaching
MOV 6

Others
(Please specify and
provide annotations)
OBJECTIVE 3

Applied a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills
MOV 1

Classroom
observation tool
(COT) rating sheet
and /or inter-observer
agreement form about
teaching strategies to
develop critical and
creative thinking, as
well as other higher
order thinking skills
MOV 2

Lesson
plans/modified DLLs
used in teaching
highlighting different
teaching strategies
that develop critical
and creative thinking
and/or other HOTS
School Lunec National High School Grade Level Grade 8 Diamond and Gold
Teacher Barvie B. Zumel Learning Area Science (Earth Science)
Teaching
Dates and September 17, 2018 (1:00-2:00) Quarter SECOND
Time (2:00-3:00)

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of the formation of typhoons and their movement
within the PAR
B. Performance Demonstrate precautionary measures before, during, and after a typhoon including
Standards following advisories, storm signals and calls for evacuation given by government
agencies in charge.
C. Learning
Competencies/
Explain how typhoons develop.
Objectives
S8ES-IId-18
Write the LC code
for each
Module 2: UNDERSTANDING TYPHOONS
II. CONTENT
Lesson 10: UNDERSTANDING TYPHOONS (Introduction)
III. LEARNING
RESOURCES
D. References

1. Teacher’s Guide
LG pages 22-23
pages
2. Learner’s Materials
LM page 137-139
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
E. Other Learning
Resources Weather bites file video

IV. PROCEDURES
F. Reviewing previous
lesson or presenting
the new lesson Recall that the behavior of seismic waves reveals what the Earth looks like inside
(ELICIT)

Game: Using meta cards,


1. name the typhoons that entered the Philippine Area of Responsibility this year.
2.based on the last name of the typhoon, how many times have typhoons have
entered the PAR this year?

Sharing of Experiences:
G. Establishing a
1. Why was everybody in Luzon alarmed with the news about Typhoon
purpose for the
lesson Ompong when it was still in the ocean?
(ENGAGE) 2. How come scientists were able to predict the strength of typhoons?
3. How did you prepare for the coming of Typhoon Ompong?
4. What were your experiences when Typhoon Ompong hit Luzon?
5. Had we not received weather news, do you think people have survived the
typhoon just the same?

H. Presenting Let the students watch a video about a typhoon formation. See video file title
examples/instances Weather bytes: Formation of Typhoons
of the new lesson
(ENGAGE)
I. Discussing new Picture Analysis
concepts and
practicing new skills Directions: Let the student view each picture and let students give their own
#1 (EXPLORE) interpretation about the pictures. Post the students response on the blackboard.
J. Discussing new
concepts and
Draw an illustration of how typhoons develop
practicing new skills
#2 (EXPLORE)
K. Developing mastery
1. Why is the Philippines prone to typhoon?
(leads to Formative
2. What conditions favor the formation of typhoon?
Assessment 3)
(EXPLAIN)
L. Finding practical
applications of
Suggest ways on how we can prepare before the typhoon comes so that damage to
concepts and skills
properties and loss of lives could be at minimal.
in daily living
(ELABORATE)
M. Making A typhoon, as commonly called usually occur in the western Pacific oceans. It is
generalizations and characterized by a rapidly rotating storm system characterized by a low-pressure
abstractions about center, strong winds, and a spiral arrangement of thunderstorms that produce heavy
the lesson rain.
(ELABORATE)
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.
N. Evaluating learning a. DoST b. Phivolcs
(EVALUATE) 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

O. Additional activities
for application or Cut news clippings about recent typhoons that affected your community
remediation -Be ready to present your work.
(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

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?
MOV 3

Instructional materials
highlighting different
teaching strategies that
develop critical and
creative thinking and/or
other HOTS
MOV 4

Performance tasks/test
material(s) used in
demonstration teaching
MOV 5

Results of assessment
used in teaching
MOV 6

Others
(Please specify and
provide annotations)