Professional Documents
Culture Documents
DLL Template g8 2nd Quarterdone PDF
DLL Template g8 2nd Quarterdone PDF
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching
Second (Earth
Date and . Quarter
Science)
Time
DAY:
A
.
Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
B Participate in decision making on where to build structures based on knowledge of
Performance Standards
. the location of active faults in the community
C Learning Competencies /
. Explain how movements along faults generate earthquakes .
Objectives
Write the LC code for each S8ES-IIa- 14
Module I: EARTHQUAKES AND FAULTS
II. CONTENT
Lesson 1: EARTHQUAKES AND FAULTS (Introduction)
A
References
.
1
Teacher's Guide Pages LG pp. 115-122
.
2 Learner's Materials
Learners Module, DLP and PC
. Pages
3 Textbook
. Pages
B
Other Learning Resource
.
IV. PROCEDURES
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
D landslides. Hundreds of motorists were stranded on the roads as well. Outside of
Discussing new concepts
. Watch a video about the 2013 Earthquake in Bohol and Cebu. See the attached video
and practicing
file name LG1 Video1
new skills #1
E. Discussing new concepts
and practicing
new skills #2
F. Developing mastery 1. Where is the epicenter of the earthquake?
(Leads to Formative 2. How many individuals are affected by the earthquakes?
Assessment 3) 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
I. Evaluating Learning Directions: Read each item carefully. Choose the letter of the correct answer.
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 116 – 118
3. Textbook Pages
4. Additional Materials from Learning
google.com.ph (Fault how it forms)
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Developing mastery
1. What happened to the pile of sand when you moved the
(Leads to Formative Assessment)
sheets
F. slowly into opposite direction? 1.
2. As you move the sheets, what formed in the sand?
Picture analysis:
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 122 - 124
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
VI. REFLECTION
A. 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
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages LG pp. 12-13
2. Learner's Materials Pages LM page 125-127
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Finding practical applications of concepts “I am the earthquake of love. How you feel is my fault.”
G. and skills in daily living ― Jarod Kintz, Love quotes for the ages. Specifically ages 18-
81.
;
J. Additional activities for application or Make a slogan about earthquake that make use of the words
remediation focus and epicenter.
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages TG p.47
2. Learner's Materials Pages LM pp. 127 – 130
3. Textbook Pages
4. Additional Materials from Learning PHIVOLCS Earthquake intensity Scale (PEIS)
Resource (LR) portal youtube.com
B. Other Learning Resource
IV. PROCEDURES
C. Presenting examples / instances of the How strong is the earthquake? See PHIVOLCS Earthquake
new lesson Intensity Scale (PEIS) on LM pp. 128-129
D. On pages 128 to 129 of the Learner’s module can be read the
Discussing new concepts and practicing
PHIVOLCS Earthquake Intensity Scale (PEIS), let the learners
new skills #1
thoroughly understand the text and then proceed to discussion
E. Discussing new concepts and practicing Answer questions on page 130 of the LM (let the PEIS be the
new skills #2 basis of your answer)
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?
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 131 – 132
3. Textbook Pages
4. PHIVOLCS MAP on distribution of Active Faults and Trenches
Additional Materials from Learning
in the Philippines
Resource (LR) portal
google.com.ph
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 133 – 135
3. Textbook Pages
4. Additional Materials from Learning
youtube.com
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Recall the Map of Distribution of Active Faults and Trenches in
new lesson the Philippines
B. Establishing a purpose for the Lesson Do activity on Tsunami in LM pp.133-134.
C. Presenting examples / instances of the Video presentation: JAPAN TSUNAMI 2011(you tube.com)
new lesson
D. Discussing new concepts and practicing Based on the activity made, answer questions on LM pp. 134
new skills #1 -135.
E. Discussing new concepts and practicing
How are earthquake related to tsunami?
new skills #2
1. What was formed in the water by the sudden push of the
plastic panel?
F. Developing mastery
2. How was the water level by the rock affected by the wave?
(Leads to Formative Assessment)
3. What does the water represent? What about the rock? the
plastic panel?
Since fault, earthquake and tsunamis are interrelated, when
G. Finding practical applications of concepts you are near the sea and you feel a strong earthquake, treat
and skills in daily living 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.
H. Making generalizations and abstractions In the deep ocean, the tsunami wave may only be a few inches
about the lesson 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.
V. REMARKS
VI. REFLECTION
IV. PROCEDURES
VI. REFLECTION
A. References
1. Teacher's Guide Pages LG pages 22-23
2. Learner's Materials Pages LM page 137-139
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Recall that the behavior of seismic waves reveals what the
new lesson Earth looks like inside
B. Establishing a purpose for the Lesson
C. Let the students watch a video about a typhoon formation. See
Presenting examples / instances of the
video file title Weather bytes: Formation of Typhoons
new lesson
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.
J. Additional activities for application or Cut news clippings about recent typhoons that affect your
remediation community
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages LG 24-26
2. Learner's Materials Pages L M page 138-142
Textbook
3.
Pages
4. Additional Materials from Learning http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht
Resource (LR) portal ml
B. Other Learning Resource
IV. PROCEDURES
After analyzing the picture Elicit from the students their ideas about the
following.
C. Presenting examples / instances of the
new lesson 1. the rotation of the typhoon
2. the direction it is heading
3. the magnitude of its rain clouds
D. Discussing new concepts and practicing Look for table 1. Tropical Cyclone Categories on LM page 139. (Study
new skills #1 and analyze for further discussion)
E. Discussing new concepts and practicing
new skills #2
1. What are the different typhoon categories and their relationship to
F. Developing mastery their speed and extent of damage?
(Leads to Formative Assessment) 2. When do you consider that a typhoon will enter or affect the
Philippines?
G Read the news article taken from the internet and give your reactions.
. Finding practical applications of concepts Source:
and skills in daily living http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons .ht
ml
H. The term typhoon is used only in the northwestern part of the Pacific
Making generalizations and abstractions Ocean. Categories are determine in terms of wind speed, thus a
about the lesson tropical depression have a wind speed of 64 kph; tropical storm-
118kph; typhoon-200kph; and super typhoon at 200 kph and more.
Directions: Supply the missing words in the following statements
V. REMARKS
VI. REFLECTION
GRADES 1 to 12
School
Grade Level
Grade 8
Daily Lesson Log
Teacher
Learning Area
Science
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 Longitude Using the Map of the Philippines and vicinity, plot the given points on the Map.
5°N 115°E
15°N 115°E
21°N 120°E
25°N 120°E D.
25°N 135°E Discussing new concepts and practicing
5°N 135°E 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
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Second
Teaching Date and Time Quarter (Earth
Science)
DAY:
1. Discover where the tropical cyclone is form
2. Tell the direction of the movement of the tropical cyclone
I. OBJECTIVES
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 142 – 144
3. Textbook Pages
Additional Materials from Learning
4. Published on Apr 7, 2013; youtube.com
Resource (LR) portal
IV. PROCEDURES
B. Establishing a purpose for the Lesson Do activity on pages 141 – 142 in the L.M
Presenting examples / instances of the What are the warning signs of an approaching tropical cyclone
C.
new lesson or hurricane?
Discus Shown on your LM pp. 142-143 are the tracks (paths) of four tropical cyclones that entered the PAR in
D. sing the past years. The tracks were plotted by PAGASA. Study and analyze the maps.
new
concep
ts and
practici
ng
new
skills
#1
E. Discus
sing
new
concep
ts and
practici
ng
new
skills
#2
Develo 1. Where did the tropical cyclone s form? On land or in the ocean?
ping 2. In what direction did the tropical cyclone move?
F. master 3. Which part of the Philippines was hit by the four tropical cyclones?
y
(Leads
to
Format
ive
Assess
ment)
G. Finding practical applications of concepts Explain why the Philippines is prone to typhoons.
and skills in daily living
H. Making generalizations and abstractions Video Presentation: How cyclones form (Published on
about the lesson Apr 7, 2013; youtube.com)
I. Evaluat Identify the at least 3 strongest tropical cyclone and 2 weak tropical cyclone based on the given data.
ing
Learni
ng
Key:
1.) Super typhoon Halyan 2.) Super typhoon Camille 3. Super typhoon Joan 4.) Hurricane Gilbert
5.) Hurricane Andrew
V.
REMA
RKS
VI. REFLECTION
A. No. of
learner
s who
earned
80% in
the
evaluati
on
B. No. of
learner
s who
require
addition
al
activitie
s for
remedi
ation
who
scored
below
80%
C. Did the
remedi
al
lessons
work?
No. of
learner
s
who
have
caught
up with
the
lesson
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 144 – 146
Textbook
3.
Pages
4. Additional Materials from Learning google.com.ph
Resource (LR) portal http://weather.unisys.com/hurricane/w_pacific/2011H/index.php
B. Other Learning Resource
IV. PROCEDURES
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 Bring a weather data report (air pressure and wind speed) taken from
remediation the newspaper.
V. REMARKS
VI. REFLECTION
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 Cyclone is
presenting the new lesson within PAR
What do you think is inside the tropical cyclone?
Consider the given two illustrations. The top one shows a tropical
D. cyclone as seen at an angle. White rain bands move around the center
Discussing new concepts and
or “eye”. The bottom illustration shows a cross-section of a tropical
practicing new skills #1
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.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Discuss the answers in the exercise given (5 min)
(Leads to Formative Assessment)
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 Cyclone Maximum Wind Speed
and skills in daily living 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. All tropical
abstractions
about the lesson 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?
VI. REFLECTION
A. References TG p.47
1. Teacher's Guide Pages LM pp. 149 – 151
2. Learner's Materials Pages
Textbook
3.
Pages
4. google.com
Additional Materials from Learning
Super Typhoon MEGI (JUAN) Landfall near Aparri, 17 OCT 2010.
Resource (LR) portal
Uploaded on Oct 17, 2010 WESTERNPACIFICWEATHER.COM
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Explain what two weather factors tell weathermen that a certain location
presenting the new lesson is at the eye of a tropical cyclone
When a tropical cyclone enters the PAR and its way toward land,
B. Establishing a purpose for the Lesson warning signals are issued. Do you know what the signals mean?
H. Making generalizations and 1. What circumstance that the public storm warning signal was issued?
abstractions 2. Do you know what the weather signal means?
about the lesson Note: see LM pages 149 – 151 for easy facilitation of your answer.
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
I. 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
KEY: 1. C 2. A 3. D 4. E 5. B
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
Manual/Booklet on Kaalaman at Kahandaan sa Kalamidad at
3. Textbook Pages
Sakuna: by Dr. Ramil G. Ginete pp.48 – 53.
4. Google.com
Additional Materials from Learning
untvweb (kids making interview the PAGASA people with
Resource (LR) portal
animation presentation)
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Based from the lesson yesterday, suggest necessary precautions
new lesson not to experience weather disturbance.
B. Establishing a purpose for the Lesson As they say “ the best cure/medicine is prevention”
C. Video presentation: PAG ASA Public Storm Signals: untvweb
Presenting examples / instances of the
(kids making interview the PAGASA people with animation
new lesson
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:
J. Additional activities for application or Group yourselves into 5, each group should have at least a
remediation camera to bring and prepare for school hazard mapping.
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
Textbook
3.
Pages
4. Additional Materials from Learning
Resource (LR) portal
DO 23, s. 2015 - Student-Led School Watching and Hazard
B. Other Learning Resource
Mapping
IV. PROCEDURES
A. Reviewing previous lesson or presenting 1. What measure should you take to prepare for a typhoon?
the new lesson
V. REMARKS
VI. REFLECTION
A. References
1
Teacher's Guide Pages CG pp 47 - 49
.
2
Learner's Materials Pages LM page 153
.
3 Textbook
. Pages
4 Additional Materials from
. Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or “We need to train, prepare and equip ourselves with all the knowledge, skills
presenting the new lesson and the right attitude to ready ourselves for calamities and disasters”
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.
Picture Analysis
Directions: Identify the pictures and describe each
C.
Presenting examples / instances
of the
new lesson
Appears as a
streak in the sky
Frozen ball of
D. dust
Is visible in our
sky
Made up of rock
Orbits between
Jupiter and
Mars
Often called
“Shooting Stars”
Usually burns
up the Earth’s
atmosphere
V. REMARKS
VI. REFLECTION
A. References
1
Teacher's Guide Pages LG 50 - 51
.
2
Learner's Materials Pages LM 154 - 159
.
3 Textbook
. Pages
4 Additional Materials from
. Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Compare the characteristics of these Near Earth Objects (NEO's), comets,
presenting the new lesson meteors, and asteroids.
Establishing a purpose for the See table 1. Comparison of some characteristics of Comets and Asteroids
B.
Lesson then answer the question after it.
C. Presenting examples / instances of
Watch the video clip entitled: Discovery Channel-Large Asteroid Impact
the
Simulation
new lesson
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:
Directions: Draw and interpret the impact of an asteroid as it hits the Earth
surface. Use the rubrics for checking.
CRITERIA RATING
5 4 3 2 1
Creativity.
V. REMARKS
VI. REFLECTION
GRADE Grade
School Grade 8
S 1 to Level
12
Daily Lesson Log Teacher Learning Area Science
Teaching
Second (Earth
Date and . Quarter
Science)
Time
DAY:
1. Describe the changes that happens to a fragment from a comet or
asteroid as it enters Earth’s atmosphere;
I. OBJECTIVES 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,
A. Content Standards
meteors, and asteroid
Discuss whether or not beliefs and practices about comets about
B. Performance Standards
meteors have scientific bases
C. Learning Competencies /
Compare and contrast comets, meteors, and asteroids.
Objectives
S8ES-IId-23
Write the LC code for each
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT Lesson 21: COMPARISON OF CHARACTERISTICS OF COMETS,
ASTEROIDS AND METEORS
A. References
1. Teacher's Guide Pages LG pp.52 - 55
2. Learner's Materials Pages LM pp. 156 - 159
Textbook
3.
Pages
4. Additional Materials from
Learning http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Showing on a given photo compare the shape of the pebbles “crater”
presenting the new lesson with the shape of the impact crater.
Establishing a purpose for the Presentation of the Impact Theory: visit
B.
Lesson http://hoopermuseum.earthsci.carleton.ca/saleem/meteor.htm
Presenting examples / Word Drill: Given the definitions of the key concepts, identify what is
C. instances of the asked for:
new lesson See LG pp. 52
Discussing new concepts and Meteoroid, meteor, and meteorite: How are they related? Make an
practicing inference
new skills #1
What is a meteor? What is a meteoroid?
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
What are the differences between asteroids, meteorites, and
(Leads to Formative
comets?
Assessment)
G. Finding practical applications
Draw in a short bond paper a comet, asteroid and a meteorite.
of concepts
Describe each.
and skills in daily living
Study the picture below
H. Making
generalization
s and
abstractions
about the
lesson
VI. REFLECTION
Scho
GRADES 1 Grade Level Grade 8
ol
to 12
Daily Teach
Learning Area Science
Lesson Log er
Teach
ing
Date . Quarter Second (Earth Science)
and
Time
DAY:
1. Provide sound, scientific evidence to support one’s stand about superstitions on comets,
I. OBJECTIVES asteroids, and meteors; and
2. Formulate doable actions to address superstitions on comets, asteroids, and meteors
A Content
Demonstrate an understanding of the characteristics of comets, meteors, and asteroid
. Standards
B Performance
Discuss whether or not beliefs and practices about comets about meteors have scientific bases
. Standards
C Learning
. Competencies /
Explain the regular occurrence of meteor showers
Objectives
S8ES-IId-24
Write the LC code
for each
Module 3: COMETS, ASTEROIDS AND METEORS
II. CONTENT Lesson 22: DO SUPERSTITIONS ABOUT COMETS, ASTEROIDS, AND METEORS HAVE
SCIENTIFIC BASIS?
III. LEARNING
RESOURCES
A
References
.
1 Teacher's
LG pp.56 - 58
. Guide Pages
Learner's
2
Materials LM pp. 165 - 167
.
Pages
Textb
3 ook
. Page
s
4 Additional
. Materials
from http://cse.ssl.berkeley.edu/segwayed/lessons/cometstale/frame_history.html
Learning
Resource
(LR) portal
B Other Learning
. Resource
IV. PROCEDURES
A Reviewing
. previous lesson
Recall the Comparison and contrast between comets, meteors, and asteroids.
or presenting
the new lesson
Establishing a
B
purpose for the Do activity on LM page 166 about superstitions on comets and asteroids
.
Lesson
READ the statement below. Illicit from the students their opinions and reactions.
Presenting There are many superstitions that comets, asteroids, and meteors are signs of the end of
examples / the world. If you research history, you can find that a lot of comets coincide with natural disasters.
instances of the
C new lesson 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 Activity:
. concepts and Do superstitions about comets and asteroids have scientific basis? Why?
Answer:________________________________________________________________________
________________________________________________________________
Scientific facts/evidence to support the group’s answer:
______________________________________________________________________________
practicing ______________________________________________
new skills #1
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
Does believing in superstition about comets, asteroids, and meteorites have scientific basis?
(Leads to
Formative
Assessment)
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
Superstition is the belief in supernatural causality - that one event causes another without
. generalizations
any natural process linking the two events - such as astrology and certain aspects linked to
and abstractions
religion, like omens, witchcraft and prophecies that contradict natural science.
about the lesson
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
I Evaluating
3. Comets are an ordinary member of the Solar System. Ans. Science
. Learning
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 List 5 superstition about death, pregnant women and wedding commonly practiced in your
application or community.
remediation
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?