DAILY LESSON PLAN in SCIENCE GRADE 8

SECOND QUARTER SY: 2019-2020

Day/Date: Day 1/ Sept 9, 2019 Teacher: CHRISTIAN ARIES C. LANSANGAN

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learners Competencies
Specific Task/Objective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose to the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Discussing new concepts and
practicing new skills #3
F. Developing Mastery
G. Finding Practical Application of
Concepts and skills in daily living
H. Making generalization and
abstraction about the lesson
I. Evaluate Learning
J. Additional activities for application
or Remediation
V. REMARKS
Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a typhoon
including following advisories, storm signals and calls for evacuation given
by government agencies in charge.
Explain how typhoons develop. S8ES-IId-18
1. Demonstrate how typhoons are formed in the ocean.
Sub Topic: Lesson10:
Topic: UNDERSTANDING TYPHOONS UNDERSTANDING
TYPHOONS (Introduction)
2. Learner's Materials Page: LM pp. 137-139 3. Textbook Pages :
Recall that the behavior of seismic waves reveals what the Earth looks like inside
Tell the story of typhoon Santi in Tarlac.
Let the students watch a video about a typhoon formation. See video file title
Weather bytes: Formation of Typhoons
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.
1. Why is the Philippines prone to typhoon? 2. What conditions favor the
formation of typhoon?
Suggest ways on how we can prepare before the typhoon comes so that damage
to properties and loss of lives could be at minimal.
A typhoon, as commonly called usually occur in the western Pacific oceans. It is
characterized by a rapidly rotating storm system characterized by a low-pressure
center, strong winds, and a spiral arrangement of thunderstorms that produce
heavy rain.
Directions: Answer the following questions.
Cut news clippings about recent typhoons that affect your community

VI. REFLECTIONS
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 lesson 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 innovations or localized materials did I used/ discovered which I wish to share
with other teachers?
Prepared by: Checked and Reviewed by: Approved by: Noted by:

Christian Aries C. Lansangan Judy M. Policarpio,Ph.D. Epifania B. Dungca, Ed.D. ______________________

TEACHER I Head Teacher VI- SCIENCE DEPT. Principal IV Supervisor/DepEd Official
 DAILY LESSON PLAN in SCIENCE GRADE 8
SECOND QUARTER SY: 2019-2020
Day/Date: Day 2/ Sept 10, 2019 Teacher: CHRISTIAN ARIES C. LANSANGAN

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learners Competencies
Specific Task/Objective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose to the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Discussing new concepts and
practicing new skills #3
F. Developing Mastery
G. Finding Practical Application of
Concepts and skills in daily living
H. Making generalization and
abstraction about the lesson
I. Evaluate Learning
J. Additional activities for application
or Remediation
V. REMARKS
Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a typhoon
including following advisories, storm signals and calls for evacuation given
by government agencies in charge.
Explain how typhoons develop. S8ES-IId-18
1. Review how a tropical storm develop.
2. Trace the path of a typhoon from the ocean where it originates as it
passes to the Philippines.
Sub Topic: Lesson11: WHAT IS
Topic: UNDERSTANDING TYPHOONS
TYPHOON?
2. Learner's Materials Page: LM pp. 138-142 3. Textbook Pages :
http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons.ht m
What conditions favor the formation of typhoons?
Picture Analysis
After analyzing the picture Elicit from the students their ideas about the
following.
1. the rotation of the typhoon 2. the direction it is heading 3. the magnitude of its
rain clouds
Look for table 1. Tropical Cyclone Categories on LM page 139. (Study and analyze
for further discussion)
1. What are the different typhoon categories and their relationship to their speed
and extent of damage? 2. When do you consider that a typhoon will enter or
affect the Philippines?
1. Why is the Philippines prone to typhoon? 2. What conditions favor the
formation of typhoon?
Read the news article taken from the internet and give your reactions. Source:
http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons.ht ml
The term typhoon is used only in the northwestern part of the Pacific Ocean.
Categories are determine in terms of wind speed, thus a tropical depression have
a wind speed of 64 kph; tropical storm118kph; typhoon-200kph; and super
typhoon at 200 kph and more.
Directions: Supply the missing words in the following statements
Why is it important to consider the Philippine Area of Responsibility or
PAR in forecasting weather?

VI. REFLECTIONS
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 lesson 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 innovations or localized materials did I used/ discovered which I wish to share
with other teachers?
Prepared by: Checked and Reviewed by: Approved by: Noted by:

Christian Aries C. Lansangan Judy M. Policarpio,Ph.D. Epifania B. Dungca, Ed.D. ______________________

TEACHER I Head Teacher VI- SCIENCE DEPT. Principal IV Supervisor/DepEd Official
 DAILY LESSON PLAN in SCIENCE GRADE 8
SECOND QUARTER SY: 2019-2020
Day/Date: Day 3/ Sept 11, 2019 Teacher: CHRISTIAN ARIES C. LANSANGAN

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learners Competencies
Specific Task/Objective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose to the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Discussing new concepts and
practicing new skills #3
F. Developing Mastery
G. Finding Practical Application of
Concepts and skills in daily living
H. Making generalization and
abstraction about the lesson
I. Evaluate Learning
J. Additional activities for application
or Remediation
V. REMARKS
Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
Demonstrate precautionary measures before, during, and after a typhoon
including following advisories, storm signals and calls for evacuation given
by government agencies in charge.
Infer why the Philippines is prone to typhoon S8ES-IId-19
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.
Sub Topic: Lesson12:
Topic: UNDERSTANDING TYPHOONS PHILIPPINE AREA OF
RESPONSIBILITY
2. Learner's Materials Page: LM pp. 139-142 3. Textbook Pages :
http://www.typhoon2000.ph/stormstats/12WorstPhilippineTyphoons.ht m
Recall the Tropical Cyclone Categories
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?
Do activity on pages 140 to 141 of LM.
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.
Using the Map of the Philippines and vicinity, plot the given points on the Map.
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?
Why do you think Philippines experience an average of 20 to 25 typhoons a
year? Explain your answer.
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.
Trace the path of the typhoon as it starts from the following coordinates
heading Northwest direction.
Why is it important to consider the Philippine Area of Responsibility or
PAR in forecasting weather?

VI. REFLECTIONS
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 lesson 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 innovations or localized materials did I used/ discovered which I wish to share
with other teachers?
Prepared by: Checked and Reviewed by: Approved by: Noted by:

Christian Aries C. Lansangan Judy M. Policarpio,Ph.D. Epifania B. Dungca, Ed.D. ______________________

TEACHER I Head Teacher VI- SCIENCE DEPT. Principal IV Supervisor/DepEd Official
 DAILY LESSON PLAN in SCIENCE GRADE 8
SECOND QUARTER SY: 2019-2020
Day/Date: Day 4/ Sept 12, 2019 Teacher: CHRISTIAN ARIES C. LANSANGAN

I. OBJECTIVES
Demonstrate an understanding of the formation of typhoons and their
A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a typhoon
B. Performance Standards including following advisories, storm signals and calls for evacuation given
by government agencies in charge.
C. Learners Competencies Explain how land masses and bodies of water affect typhoons S8ES-IId-20
1. Discover where the tropical cyclone is form
Specific Task/Objective
2. Tell the direction of the movement of the tropical cyclone
Sub Topic: Lesson13: UNDER
WHAT CONDITIONS DO
II. CONTENT Topic: UNDERSTANDING TYPHOONS
TROPICAL CYCLONE
FORMS?
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages 2. Learner's Materials Page: LM pp. 142-144 3. Textbook Pages :
4. Additional Materials
B. Other Learning Resources Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or Recall where the Philippine Area of Responsibility (PAR) is
presenting the new lesson
B. Establishing a purpose to the Do activity on pages 141 – 142 in the L.M
lesson
C. Presenting examples/ instances What are the warning signs of an approaching tropical cyclone or hurricane?
of the new lesson
D. Discussing new concepts and Shown on your LM pp. 142-143 are the tracks (paths) of four tropical cyclones that
practicing new skills #1 entered the PAR in the past years. The tracks were plotted by PAGASA.
E. Discussing new concepts and
practicing new skills #2
Study and analyze the maps.
Discussing new concepts and
practicing new skills #3
1. Where did the tropical cyclone s form? On land or in the ocean? 2. In what
F. Developing Mastery direction did the tropical cyclone move? 3. Which part of the Philippines was hit
by the four tropical cyclones?
G. Finding Practical Application of Explain why the Philippines is prone to typhoons
Concepts and skills in daily living
Video Presentation: How cyclones form (Published on Apr 7, 2013;
H. Making generalization and
youtube.com)
abstraction about the lesson
Identify the at least 3 strongest tropical cyclone and 2 weak tropical
I. Evaluate Learning
cyclone based on the given data.
J. Additional activities for application
or Remediation
V. REMARKS

VI. REFLECTIONS
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 lesson 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 innovations or localized materials did I used/ discovered which I wish to share
with other teachers?
Prepared by: Checked and Reviewed by: Approved by: Noted by:

Christian Aries C. Lansangan Judy M. Policarpio,Ph.D. Epifania B. Dungca, Ed.D. ______________________

TEACHER I Head Teacher VI- SCIENCE DEPT. Principal IV Supervisor/DepEd Official
 DAILY LESSON PLAN in SCIENCE GRADE 8
SECOND QUARTER SY: 2019-2020
Day/Date: Day 5/ Sept 13, 2019 Teacher: CHRISTIAN ARIES C. LANSANGAN

I. OBJECTIVES
Demonstrate an understanding of the formation of typhoons and their
A. Content Standards
movement within the PAR
Demonstrate precautionary measures before, during, and after a typhoon
B. Performance Standards including following advisories, storm signals and calls for evacuation given
by government agencies in charge.
C. Learners Competencies Explain how land masses and bodies of water affect typhoons S8ES-IId-20
1. Discover where the tropical cyclone is form
Specific Task/Objective
2. Tell the direction of the movement of the tropical cyclone
Sub Topic: Lesson13: UNDER
WHAT CONDITIONS DO
II. CONTENT Topic: UNDERSTANDING TYPHOONS
TROPICAL CYCLONE
FORMS?
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages 2. Learner's Materials Page: LM pp. 142-144 3. Textbook Pages :
4. Additional Materials
B. Other Learning Resources Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or Recall where the Philippine Area of Responsibility (PAR) is
presenting the new lesson
B. Establishing a purpose to the Do activity on pages 141 – 142 in the L.M
lesson
C. Presenting examples/ instances What are the warning signs of an approaching tropical cyclone or hurricane?
of the new lesson
D. Discussing new concepts and Shown on your LM pp. 142-143 are the tracks (paths) of four tropical cyclones that
practicing new skills #1 entered the PAR in the past years. The tracks were plotted by PAGASA.
E. Discussing new concepts and
practicing new skills #2
Study and analyze the maps.
Discussing new concepts and
practicing new skills #3
1. Where did the tropical cyclone s form? On land or in the ocean? 2. In what
F. Developing Mastery direction did the tropical cyclone move? 3. Which part of the Philippines was hit
by the four tropical cyclones?
G. Finding Practical Application of Explain why the Philippines is prone to typhoons
Concepts and skills in daily living
Video Presentation: How cyclones form (Published on Apr 7, 2013;
H. Making generalization and
youtube.com)
abstraction about the lesson
Identify the at least 3 strongest tropical cyclone and 2 weak tropical
I. Evaluate Learning
cyclone based on the given data.
J. Additional activities for application
or Remediation
V. REMARKS

VI. REFLECTIONS
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 lesson 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 innovations or localized materials did I used/ discovered which I wish to share
with other teachers?
Prepared by: Checked and Reviewed by: Approved by: Noted by:

Christian Aries C. Lansangan Judy M. Policarpio,Ph.D. Epifania B. Dungca, Ed.D. ______________________

TEACHER I Head Teacher VI- SCIENCE DEPT. Principal IV Supervisor/DepEd Official