STAGEIII – LEARNING PLAN

Topic 1: Earthquake and Faults Time Frame: 12 days

OBJECTIVES:
1.1 describing fault movement (Remembering)
1.2 using models or illustrations, explain how movements along faults generate earthquakes
(Understanding)
1.3 differentiating the epicenter of an earthquake from its focus (Analyzing)
1.4 differentiating intensity of an earthquake from its magnitude (Analyzing)
1.5 differentiating active and inactive faults (Analyzing)
1.6 explaining how underwater earthquakes generate tsunamis (Understanding)
1.7 explaining how earthquake waves provide information about the interior of the earth (Understanding)

INTRODUCTION

Day 1-2 (August 17-18)

1. Orient the learners about the overview of the unit including the expected output.
2. Post the picture of the solar system.
3. Guide the learners in describing earth and space.
4. Elicit initial learners’ responses about the following questions:
a. What is earth and space?
b. Are they important?
c. How they give importance to us?
5. Process the responses

INTERACTION

6. Introduce the objectives of the lesson.

7. Introduce earthquake and faults.
8. Guide the learners in answering these questions to check their prior knowledge:
a. What I know about the earthquakes and faults?
b. What I want to know about the lesson?
9. Process their responses.
10. Show the picture of the earth.
11. Guide the learners in describing the two sections of earth’s crust:
a. the oceanic and
b. continental crust.
12. Process the activity.
13. Correct any misconceptions.
14.

(August 19)
No classes due to the celebration of Quezon Day.

Day 3 (August 20)

15. Introduce faults and its movements.
16. Post images of affected areas of earthquakes.
17. Guide the learners to describe it.
18. Process the activity by guiding the learners to:
a. locate fault and
b. mark active and inactive faults.
 c. explain why they mark the areas active or inactive fault.
19. Correct any misconceptions
20. .Conduct formative assessment.

(August 21)
No classes due to the celebration of Ninoy Aquino Day.

Day 4 (August 24)

21. Introduce the faults and trenches in the Philippines.
22. Guide the learners to answer this questions:
a. Did you experiences earthquake?
b. What did you feel?
23. Process their responses.
24. Show the image of map of the Philippine Faults and Trenches.
25. In CLG, guide the learners in observing the map.
26. Process the activity.
27. Pose these questions:
a. What can stress do to rock?
b. How do faults affect the earth’s surface?
28. Correct any misconception.
29. Conduct formative assessment.

Day 5 (August 25)

30. Introduce the earthquake focus and epicenter.
31. Pose this question:
a. What causes such sudden movements of the earth’s crust?
32. Process the learners’ answers.
33. Show the image of the location of the epicenter.

34. Guide the learners in observing the image.

35. Process the activity.
36. Correct any misconception.
37. Use the textbook for additional information about the earthquake.
38. Guide the learners in answering these questions:
a. What is the common cause of earthquakes?
b. How do earthquakes generate tsunamis?
39. Process their responses.
40. Correct any misconceptions.
 41. Conduct formative assessment.

Day 6 (August 26)

42. Introduce earthquake waves.
43. Introduce learners’ activity.
44. Guide the learners in doing the activity with their CLG.
45. Process the activity.
46. Correct any misconceptions.
47. Conduct formative assessment.

Day 7-8 (August 27 & September 1)

48. Introduce types of waves.
49. Show a short video clip about earthquake.
50. Guide the learners in observing the video.
51. Show the image of earthquake waves.

52. In CLG activity, guide the learners in differentiating the types of the earthquake waves.
53. Process the activity.
54. Correct any misconceptions
55. Give formative assessment.

(August 28)
The community is celebrating Buwan ng Wika.

(August 31)
No classes due to the celebration of National Heroes Day.

(September 2)
No classes due to the celebration of Nueva Ecija Day.

Day 9 (September 3)
56. Introduce that scientists study earthquake to be able to predict them in advance do people could
better plan the growth of cities.
57. In CLG, guide the learners to study the map of earthquake belts below which show where quakes
are most common.
 58. Guide them in answering these questions:
a. Can you identify the location of the Philippines?
b. Why Philippines prone to the constant tremors in the earth’s crust?
c. What is Pacific Ring of Fire?
59. Process the activity.
60. Correct any misconceptions.
61. Conduct formative assessment.

(September 4)
This community is celebrating First Parent-Teacher Conference.

Day 10 (September 7)
62. Introduce that some buildings have been made earthquake-proof to better withstand the shock
from an earthquake.
63. In CLG, guide the class in designing an earthquake-proof building through drawing.
64. Process the activity.
65. Pose this as guide question:
a. Why your design should withstand an earthquake?
66. Process their responses.
67. Correct any misconceptions.
68. Conduct formative assessment.

Day 11 (September 8)
69. Introduce safety precautions.
70. Pose this question:
a. If an earthquake happens, what will you do?
71. Call some volunteers to share their ideas to the class.
72. In CLG, let them answer these questions:
a. What will you do?
b. When the vibration stops, what do you need to do?
 At home before an earthquake
 If you are indoors during an earthquake
 If you are outdoors during an earthquake
 After an earthquake
73. Process the activity.
 74. Correct any misconceptions.
75. Conduct formative assessment.
76. Giving feedback.

INTEGRATION

77. As generalization, the learners will answer the following:

a. What is earthquake and faults?
b. Is this important to us to have these? Explain.

78. Values Integration:

a. Is this important to predict earthquake? Why? (Caretaker and socially and culturally
committed)

Day 12 (September 9)
79. Conduct summative assessment.
80. Checking and giving feedback.

Prepared by: Checked by: Noted by:

Mrs. Rutchel A. Ortiz Mr. Ronnel M. Dela Cruz Mr. Albert E. Norte
Subject Teacher Academic Coordinator Principal

Remarks:
 STAGEIII – LEARNING PLAN
Topic 2: Understanding Typhoon Time Frame: 10 days

OBJECTIVES:
2.1 explaining how typhoons develop infer why the Philippines is prone to typhoons (Understanding)
2.2 explaining how landforms and bodies of water affect typhoons (Understanding)
2.3 tracing the path of typhoons that enter the PAR using a map and tracking data (Remembering)
2.4 determining the amount of rainfall from the color codes of PAGASA (Remembering)
2.5 describing what happens to typhoons passing over water and land (Remembering)

INTRODUCTION

Day 13-14 (September 10)

81. To determine the class’ entry level knowledge on typhoons, give a quiz that makes them recognize
typhoon. Include also diagnostic items on factors that determine typhoons
82. Use the results of the quiz to identify points for clarification and which needs focusing on during
the class sessions.
83. Ask the learners of their learning expectations for the unit.
84. Process their responses.

INTERACTION

85. Introduce the objectives of the lesson.

86. Identify points for clarification, but do not especially correct the answers yet.
87. After presenting the lesson, let the learners revisit their answers and see if they can identify and
correct the misconceptions. Guide them, if necessary.
88. In CLG, ask the learners to describe what typhoon is.
89. Let a group reporter present their output to class.
90. Pose these questions:
 Why should we learn about typhoon?
 Why do we need to know the typhoon reports and advisories seriously?
91. Process the activity.
92. Correct any misconceptions.
93. Conduct formative assessment.

Day 15 (September 11)

94. Introduce how typhoon is developed.
95. Conduct a guided discussion on the how typhoons develop. Build on the information researched
by the learners.
96. Guide the learners to assess understanding of how the typhoons develop.
97. Process the activity.
98. Conduct formative assessment.

Day 16 (September 14)

99. For 10 minutes, facilitate an open discussion about the learners’ experiences and observations
about the typhoons nowadays.
100. Have them relate stories of their parents or elders as to how typhoons were in the past. Then ask:
 Do you think these are results of climate change?
 Do we blame nature for such aftermaths?
 Why do you say so?
101. Show a video clip about the typhoon.
 102. Process the activity.
103. Guide some learners to sum up the video.
104. Correct any misconceptions.
105. Conduct formative assessment.

Day 17-18 (September 15-16)

106. Introduce the typhoons in the Philippines.
107. Show the map of the Philippines affected by the typhoon.
108. Guide each CLG to observe the map.
109. Process the activity.
110. Ask the learners these questions:
 What did you observe from the image?
 What are the typhoons of Philippines do you know?
 Why Philippines is prone in typhoon?
111. Guide the learners’ responses.
112. Correct any misconceptions.
113. In the next session allow the class in CLG to gather some information from library or computer
laboratory about the typhoons in the Philippines.
114. They will present their report in five minutes allotted time.
115. Correct any misconceptions.
116. Conduct formative assessment.

(September 17-19)
The learners are taking the Second Monthly Test.

Day 19 (September 21)

117. Introduce typhoons passing over water and land.
118. Show video clip about tracking typhoon in the Philippines.
119. Guide the learners to describe what happens to typhoons passing over water and land.
120. Process the activity.
121. Correct any misconceptions.
122. Conduct formative assessment.

Day 20 (September 22)

123. Introduce color codes of PAGASA.
124. Show the rainbow color.
125. Guide the learners to determine the amount of rainfall for each color.
126. Process the activity.
127. Conduct formative assessment.

Day 21 (September 23)

128. Introduce typhoon in the Philippines.
129. Share some information about Typhoon Santi.
130. Guide the learners to share any personal experiences or stories they have heard about the
incident.
131. Discuss the challenges faced by the people affected by the typhoon. Pose this question:
 How do you think did the affected communities survive?
132. Process the activity.
133. Guide the learners in listing the precautionary measures during typhoons.
134. Correct any misconceptions.
135. Conduct formative assessment.
INTEGRATION

136. As generalization, the learners will answer the following:

a. What is typhoon?
b. How typhoons are developing?
c. How typhoons attack the Philippines?
d. How PAGASA determine the amount of rainfall?
e. What are precautionary measures during typhoon?
137. Values Integration:
a. What will you for the coming typhoons? (Stewardship and caretaker of the environment)

Day 24 (September 28)

a. Conduct summative assessment.
b. Checking and giving feedback.

Prepared by: Checked by: Noted by:

Mrs. Rutchel A. Ortiz Mr. Ronnel M. Dela Cruz Mr. Albert E. Norte
Subject Teacher Academic Coordinator Principal

Remarks:
 STAGEIII – LEARNING PLAN
Topic 3: Other Members of the Solar System Time Frame: 10 days

OBJECTIVES:
3.1 comparing and contrast comets, meteors, and asteroids (Analyzing)
3.2 explaining the regular occurrence of meteor showers (Understanding)
3.3 describing the motion and journey of the meteor (Remembering)
3.4 identifying reason why the tails are forced to point away from the sun (Remembering)

INTRODUCTION

Day 23-24 (September 29-30)

138. To introduce the topic on comets, meteors, and asteroids, ask the learners what they know about
the stars. Allow them to share any insights about the following:
 How people in ancient times regard the meteors
 Religion-related stories about meteors
 Astrological beliefs and practices
139. Guide the learners in sharing insights.

INTERACTION

140. Introduce the objectives of the lesson.

141. Introduce other members of the solar system: comet, meteors, and asteroids.
142. Guide in comparing these.
143. Process the activity.
144. Conduct formative assessment.

Day 25 (October 1)
145. As an assignment, ask the learners these questions:
 What did you observe last night?
 Did you streak of light that lasts for only a few seconds?
146. Show an image.
147. Guide the learners in observing the image.
148. Process the activity.
149. Guide the learners in sharing ideas.
150. Correct any misconceptions.
151. Conduct formative assessment.

Day 26 (October 2)
152. Introduce meteor.
153. Show the class video clip related to the meteors.
154. Guide the learners to take note of the information.
155. Challenge them to infer the characteristic of other meteor.
156. Give a guided discussion on the characteristics of the meteor.
157. Process the activity.
158. Correct any misconceptions.
159. Conduct formative assessment.
Day 27 (October 5)
160. Introduce comets.
161. Pose the image of comets.
162. To connect the topic to other science areas, pose this questions and challenge the learners to
answer them:
 Why are comets seen only at night?
 Why do they have tail?
163. As a research activity, let the class work in the library or the computer laboratory. The activity
aims to characterize the stars.
164. Process the activity.
165. Guide the learners in discussion.
166. Conduct formative assessment.

Day 28 (October 6)
167. Introduce asteroids.
168. Show the learners the solar system.
169. Guide the learners in identifying other members of the solar system.
170. Process the activity.
171. Guide the learners in discussion.
172. Conduct formative assessment.

Day 29 (October 7)
173. Introduce meteors, comet, and asteroids.
174. Show the images of meteors, comet, and asteroids.
175. Base from the previous lesson, guide the learners compare and contrast meteors, comet, and
asteroids using Venn diagram.
176. Process the activity.
177. Guide the learners in discussing the lesson.
178. Correct any misconceptions.
179. Conduct formative assessment.

Day 30-31 (October 8-9)

180. Introduce meteor showers.
181. Show a video clip about meteor showers.
182. Guide the learners in observing the video they are watching.
183. Process the activity.
184. Guide the learners in discussing the lesson.
185. Correct any misconceptions.
186. Conduct formative assessment.

INTEGRATION

187. As generalization, the learners will answer the following:

a. What are the other members of the solar system?
b. How are they similar and differ from each other?
c. Why meteors shower regularly?
 d. Why comets have tail?
188. Values Integration:
a. Should we have to believe superstitious belief brought by the other members of the solar
system? (Competent)

Day 32 (October 12)

189. Conduct summative assessment.
190. Checking and giving feedback.

Prepared by: Checked by: Noted by:

Mrs. Rutchel A. Ortiz Mr. Ronnel M. Dela Cruz Mr. Albert E. Norte
Subject Teacher Academic Coordinator Principal

Remarks: