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Philippines: Earthquake Wreaks Havoc in The Philippines
Philippines: Earthquake Wreaks Havoc in The Philippines
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 landslides. Hundreds of motorists were stranded on the
roads as well. Outside of Baguio, a chemical factory fire also caused terrible
damage. The Tuba gold and copper mine in the area lost 30 workers when a mine
collapsed.
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.
Role Playing
Directions: Make a 2 -3 minute role playing act showing what people do when
earthquake strikes.
CRITERIA RATING
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
D. Discussing new concepts and practicing Let’s find out if your answer is correct as we go along with our
new skills #1 lesson.
E. Discussing new concepts and practicing
new skills #2
Picture analysis:
J.
Additional activities for application or
Give additional word problems if needed
remediation
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
V. REMARKS
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
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)
J. Additional activities for application or Make a research of the distribution map of active faults and
remediation trenches in the Philippines.
V. REMARKS
VI. REFLECTION
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
A. References
1. Teacher's Guide Pages LG 20-21
2. Learner's Materials Pages LM page 135-136
3. Textbook Pages
4. Additional Materials from Learning
http://video.mit.edu/watch/layers-of-the-earth-12670/
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
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
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
V. REMARKS
VI. REFLECTION
A. References
1. Teacher's Guide Pages TG pp.47
2. Learner's Materials Pages LM pp. 142 – 144
3. Textbook Pages
4. Additional Materials from Learning
Published on Apr 7, 2013; youtube.com
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
I. Evaluating Learning
Key:
V. REMARKS
VI. REFLECTION
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
.
3 Textbook
. Pages
4
. Additional Materials from Learning
Resource (LR) portal
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
cyclones have low air pressure at the center.
about the lesson
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?
a. hurricane c. tropical cyclone
I. Evaluating Learning
b. typhoon d. tornado (a)
3. A tropical cyclone which has winds going 74 mph or faster
a. Hurricane c. Eye
b. Storm Surge d. Typhoon (d)
4. Quiet, calm area at the center of a hurricane
a. Hurricane c. Eye
b. Storm Surge d. typhoon (c)
J. Additional activities for application or
Make a research of the different public storm warning signals.
remediation
V. REMARKS
VI. REFLECTION
A. References TG p.47
1
Teacher's Guide Pages LM pp. 149 – 151
.
2
Learner's Materials Pages
.
3 Textbook
. 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?
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. Evaluating Learning 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,
B.
Lesson and Meteors on LM p. 153.
Picture Analysis
Directions: Identify the pictures and describe each
Appears as a
streak in the sky
Is visible in our
D. Discussing new concepts and sky
practicing
new skills #1
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
Creativity. 5 4 3 2 1
V. REMARKS
VI. REFLECTION
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
Meteoroid, meteor, and meteorite: How are they related? Make an
inference
What is a meteor? What is a meteoroid?
H. Making
generalization
s and
abstractions
about the
lesson
V. REMARKS
VI. REFLECTION
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
examples / There are many superstitions that comets, asteroids, and meteors are signs of the end of
instances of the the world. If you research history, you can find that a lot of comets coincide with natural disasters.
new lesson This has been a big reason that some people believe comets are a sign of doomsday. Again, this
C
. is a superstition. The Bible identifies apostates with comets and asteroids.
Neila Rockson
D Activity:
. Do superstitions about comets and asteroids have scientific basis? Why?
Answer:________________________________________________________________________
________________________________________________________________
Discussing new Scientific facts/evidence to support the group’s answer:
concepts and ______________________________________________________________________________
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 List 5 superstition about death, pregnant women and wedding commonly practiced in your
. activities for community.
application or
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?