DLL Third Tle8

School MAMPLASAN NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON Teacher LOWEGIN A. BOBIS Learning Area EIM

LOG Teaching Dates and Time FEB. 26-MARCH 1, 2019 Quarter 4TH QUARTER
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
The learner demonstrates an understanding of the underlying principles in the maintenance of electrical tools and equipment
A. Content Standard
The learner independently performs proper maintenance of electrical tools and equipment based on industry standards.
B. Performance Standard
TLE_IAEI7/8MT-Of-2 TLE_IAEI7/8MT-Of-2
C. Learning
Competency/Objectives Perform basic maintenance Perform basic maintenance
Write the LC code for
each.
Maintenance of tools and 5’S Approach in Workshop
II. CONTENT equipment Keeping
III. LEARNING Laptop, visual aid, materials and tools for the activity
RESOURCES
A. References
1. Teacher’s Guide p.4 p.4

pages
2. Learner’s Materials pp.112-114 pp.115-116
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES
Review about the Review about the types
A. Reviewing previous classification of tools and and kinds of solvents
lesson or presenting equipment
the new lesson
Video presentation about
B. Establishing a Pretest LO 2 5S Approach workshop
purpose for the
lesson
Difference b/w
C. Presenting -solvent vs solute
examples/Instances -polar vs nonpolar
of the new lesson
Discussion about the Discussion about the
D. Discussing new types and kinds of 5S Approach in
concepts and cleaning solvents workshop keeping
practicing new skills
#1
Perform the 5s approach in
E. Discussing new your classroom
concepts and
#2
F. Developing mastery
(leads to Formative
Assessment )
G. Finding practical Why is it important to Why is it important to
application of perform basic preventive perform the 5s approach as
concepts and skills maintenance? part of basic preventive
in daily living maintenance
What is solvent and solute? What is the 5S approach?
H. Making What are the types and How to perform the 5s
generalizations and kinds of cleaning solvents? approach?
abstractions about
the lesson
Put a (/) after each word if Identify the 5S approach in
I. Evaluating learning the solvent is polar and (x) the following statements
if it is nonpolar. (with visual aid)
1. Water
2. Kerosene
3. Detergent soap
4. Gasoline
5. Thinner
J. Additional activities
for application or
remediation
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 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?
Prepared by: Checked by:
LOWEGIN A. BOBIS LESLIE D. VALEŇA, DEM

Subject Teacher HT III / TIC
DAILY LESSON Teacher LOWEGIN A. BOBIS Learning Area Nail Care Services
LOG Teaching Dates and Time Nov. 12-16, 2018 Quarter 3rd Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The learner demonstrates understanding of the use of tools and equipment in Nail Care Services
A. Content Standard
The learner independently uses nail care tools and equipment in Nail Care Servicing
TLE_HEBC7/8UT-Oa-b-1 TLE_HEBC7/8UT-Oa-b-1 TLE_HEBC7/8UT-Oa-b-1 TLE_HEBC7/8UT-Oa-b-1 TLE_HEBC7/8UT-Oa-b-1
C. Learning
Competency/Objectives 1.3 Use tools and 1.3 Use tools and 1.3 Use tools and 1.3 Use tools and 1.3 Use tools and
Write the LC code for equipment accdg. to task equipment accdg. to task equipment accdg. to task equipment accdg. to task equipment accdg. to task
each. requirements requirements requirements requirements requirements
1.4 observe safety 1.4 observe safety 1.4 observe safety 1.4 observe safety 1.4 observe safety
procedure of using tools procedure of using tools procedure of using tools procedure of using tools procedure of using tools
and equipment and equipment and equipment and equipment and equipment
Functions of Nail Care Functions of Nail Care tools Functions of Nail Care Functions of Nail Care Personal Protective
A. CONTENT tools and equipment and equipment tools and equipment tools and equipment Equipment
(Cuticle nail pusher/nail (nail cutter/nail brush) (emery board/nail file (Foot file/callous remover)
nipper)
II. LEARNING Laptop, visual aid, materials and tools for the activity
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials pp. 28 pp. 29 p.29-30 p.30 p.31
pages
3. Textbook pages
from Learning
Resource (LR)portal
B. Other Learning
Resource
B. PROCEDURES
Project 555 about nail care Project 555 about the Project 555 about the Project 555 about the Project 555 about the
K. Reviewing previous materials procedure on how to use procedure on how to use procedure on how to use procedure on how to use
lesson or presenting nail pusher and nail nipper nail cutter and nail brush emery board and nail file foot file and callous
the new lesson remover
L. Establishing a What is the use of nail Continuation of What is the use of emery Continuation of Continuation of
purpose for the pusher and nail nipper? performance test board and nail file? performance test performance test
lesson
How to use nail pusher and What is the use of nail How to use emery board What is the use of foot file What is PPE?
M. Presenting nail nipper? cutter and nail brush? and nail file? and callous remover? Why is it necessary to wear
examples/Instances (thru video presentation) (thru video presentation) PPE while performing any
of the new lesson nail care activity?
Discussion of the steps Discussion of the steps Discussion of the steps How to use foot file and Discussion about the
N. Discussing new on how to use nail on how to use nail on how to use emery callous remover? importance of wearing PPE
concepts and pusher and nail nipper cutter and nail brush board and nail file (thru video presentation) in a workplace.
#1
O. Discussing new Activity. Perform the steps Activity. Perform the steps Activity. Perform the steps Discussion of the steps Discussion about Personal
concepts and on how to use nail pusher on how to use nail cutter on how to use emery on how to use foot file Protective Equipment
practicing new skills and nail nipper and nail brush board and nail file and callous remover (slides presentation)
#2 (by pair) (by pair) (by pair)
Activity. Perform the steps
P. Developing mastery on how to use foot file and
(leads to Formative callous remover
Assessment ) (by pair)
A. Finding practical Why is it important to know Why is it important to know Why is it important to know Why is it important to know Why is it very important to
application of and understand the and understand the and understand the and understand the wear PPE in a workplace?
concepts and skills procedure on how to use procedure on how to use procedure on how to use procedure on how to use
in daily living nail pusher and nail nail cutter and nail brush? emery board and nail file? foot file and callous
nipper? remover?
What was the nail pusher What was the use nail What was the use of What was the use of foot What was PPE mean?
B. Making and nail nipper? cutter and nail brush? emery board and nail file? file and callous remover?
generalizations and How to use nail pusher and How to use nail cutter and How to use nail pusher How to use foot file and What were the PPE wear
abstractions about nail nipper? nail brush? and nail nipper? callous remover? by a manicurist inside a
the lesson salon?
Performance test applying Performance test applying Performance test applying Performance test applying Identify the PPE being
C. Evaluating learning the procedure on how to the procedure on how to the procedure on how to the procedure on how to described in the following
use nail pusher and nail use nail cutter and nail use emery board and nail use foot file and callous statements
nipper brush file remover
D. Additional activities
for application or
remediation
V. REMARKS There is a continuation There is a continuation There is a continuation
VI. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

Subject Teacher HT III/TIC
DAILY LESSON Teacher LOWEGIN A. BOBIS Learning Area TLE (HANDICRAFT PRODUCTION)
LOG Teaching Dates and Time SEPT. 24-28, 2018 Quarter SECOND QUARTER
I. OBJECTIVES
The learner demonstrates understanding on the principles and concepts of recycling

A. Content Standard
The learner understands and creates recycled project.
TLE_HEHD7/8RP0e-g-2 TLE_HEHD7/8RP0e-g-2 TLE_HEHD7/8RP0e-g-2 TLE_HEHD7/8RP0e-g-2
C. Learning LO2. Create Recycled A A LO2. Create Recycled LO2. Create Recycled
Competency/Objectives project project project
Write the LC code for 2.1 Recycled articles are 2.1 Recycled articles are 2.1 Recycled articles are
each. produced artistically based produced artistically based produced artistically based
on the given steps. on the given steps. on the given steps.
2.2 Tools are properly 2.2 Tools are properly 2.2 Tools are properly used.
used. used. 2.3 Good working habits
2.3 Good working habits 2.3 Good working habits are observed.
are observed. are observed.
1. Tools in Recycling B B 1. Tools in Recycling 1. Tools in Recycling
II. CONTENT 2. Recycled Project from 2. Recycled Project from 2. Recycled Project from
2.2. plastic bottle 2.2. plastic bottle 2.2. plastic bottle
III. LEARNING Laptop, visual aid, materials for the activity
RESOURCES
A. References S S
1. Teacher’s Guide E E
pages
2. Learner’s Materials pp. 56-58 N N pp.56-58 pp.56-58
pages
3. Textbook pages T T
from Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES
Facts about plastic bottle in Project 555 about the Project 555 about the
A. Reviewing previous the Philippines through plastic bottle and the steps procedure in making plastic
lesson or presenting slides presentation in making plastic bottle bottle vase
the new lesson vase
B. Establishing a What are the possible - Read and explain the
purpose for the effects of plastic bottles to directions
lesson human, marine life and to
our environment as a
whole?
As a student how can you - Read and explain the
C. Presenting help solve the problem on rubrics/criteria
examples/Instances plastic wastes?
of the new lesson
Video presentation about -
D. Discussing new making of plastic bottle
concepts and vase
#1
E. Discussing new Discussion on the Video presentation in Demonstration/practical
concepts and procedure in making plastic making plastic bottle vase test proper on making
practicing new skills bottle vase plastic bottle vase.
#2
-Demonstration on making Continuation of the activity Recording of the score
F. Developing mastery plastic bottle vase on plastic bottle vase after the demonstration
(leads to Formative -Activity proper in making making
Assessment ) plastic bottle vase
G. Finding practical Why is it important to study Why is it important to study Why is it important to study
application of first the procedure in first the procedure in first the procedure in
concepts and skills making plastic bottle vase? making plastic bottle vase? making plastic bottle vase?
in daily living
-What were the -What were the -What were the
H. Making tools/materials used in tools/materials used in tools/materials used in
generalizations and making plastic bottle vase? making plastic bottle vase? making plastic bottle vase?
abstractions about -How to make a plastic -How to make a plastic -How to make a plastic
the lesson bottle vase? bottle vase? bottle vase?
Written test about the steps Written test about the
I. Evaluating learning in making plastic bottle steps in making plastic
vase bottle vase
J. Additional activities Assignment: What are the
for application or Philippine made materials
remediation for gift wrapping
IV. REMARKS There is a continuation Practical test tomorrow on
plastic bottle vase making
V. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


DAILY LESSON Teacher LOWEGIN A. BOBIS Learning Area TLE 9HANDICRAFT PROD.)
LOG Teaching Dates and Time OCT. 15-19, 2018 Quarter SECOND QUARTER
I. OBJECTIVES To assess the learnings and understanding of the students about the topics which have been discussed.
To complete the requirements given
A. Content Standard
C. Learning
Competency/Objectives
Write the LC code for
each.
Completion of all the Summative Test Graded Recitation 1ST DAY 2ND DAY
ND ND
II. CONTENT activities/Review 2 PERIODICAL TEST 2 PERIODICAL TEST
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials
pages
3. Textbook pages
from Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES Laptop, visual aid, materials for the activities for completion
Project 555 Short review thru slides Checking of attendance Prayer Prayer
A. Reviewing previous presentation
lesson or presenting
the new lesson
B. Establishing a Motivation thru a video Motivation thru a video Motivation thru a video Checking of attendance Checking of attendance
purpose for the presentation presentation presentation
lesson
Reading of the directions Explain the mechanics of Distribution of test papers Distribution of test papers
C. Presenting of the test given the activity
examples/Instances
of the new lesson
Completion proper TEST PROPER Recitation Reading of the directions Reading of the directions
D. Discussing new (paper and pencil test) (Bola Ko, ipasa Mo with
concepts and music)
#1
E. Discussing new Checking of the activities Checking of the answer TEST PROPER! TEST PROPER!
concepts and completed sheet
#2
F. Developing mastery
(leads to Formative
Assessment )
G. Finding practical Recording of the result of Recording of the test Recording of the score Collecting of test papers Collecting of test papers
application of the activities completed result
concepts and skills
in daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning
for application or
remediation
V. REMARKS
VI. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


DAILY LESSON Teacher ALLAN Z. ALMADILLA Learning Area SCIENCE
LOG Teaching Dates and Time July 31 – August 4 Quarter FIRST QUARTER

I. OBJECTIVES
A. Content Standard The learners demonstrate some properties and characteristics of visible light.
B. Performance Standard The learners shall be able to discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of
visible light
S8FE-If-26 S8FE-If-26 S8FE-If-26
C. Learning
Competency/Objectives Assess what the students demonstrate the existence demonstrate the existence demonstrate the existence
Write the LC code for have learned from Module of the color components of CLASSES SUSPENDED of the color components of of the color components of
each. 5: SOUND visible light using a prism visible light using a prism visible light using a prism
or diffraction grating or diffraction grating or diffraction grating
II. CONTENT SOUND COLOR OF LIGHT COLOR OF LIGHT COLOR OF LIGHT

III. LEARNING
RESOURCES
A. References Teacher-made summative Science Learner’s Material TEACHER-MADE SLIDE TEACHER-MADE SLIDE
assessment Science Teacher’s Guide PRESENTATION PRESENTATION
pages
2. Learner’s Materials LM p. 91
pages
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning Refer to the attach Refer to the slide Refer to the slide
Resource summative assessment presentation made by the presentation made by the
teacher teacher
V. PROCEDURES
Do you imagine life What are the things you What are the things you
A. Reviewing previous without LIGHT? What do already know about light already know about light
lesson or presenting you think it would be? Can based on the sun-ray based on the sun-ray
the new lesson you give important uses of diagram that we did last diagram that we did last
light in our everyday lives? meeting? Enumerate meeting? Enumerate
B. Establishing a
purpose for the
lesson
C. Presenting Introduction of the new Discussion: Discussion:
examples/Instances lesson: Colors of Light Refraction of Light Refraction of Light
of the new lesson
D. Discussing new Let the students work in Let the students participate Let the students participate
concepts and group assessing what they actively in the discussion actively in the discussion
practicing new skills know about light by by sharing their ideas by sharing their ideas about
#1 making a sun-ray diagram. about the lesson on the lesson on refraction of
Let them discuss their refraction of light. light.
work in front of the class.
E. Discussing new
concepts and
#2
F. Developing mastery How does the rainbow Compute the refractive Compute the refractive
(leads to Formative produce 7 colors? index of the given problem. index of the given problem.
Assessment ) Refer on the slide Refer on the slide
presentation. presentation.
G. Finding practical
application of Most of our gadgets are Refraction is the differential bending of light as it passes
concepts and skills light emitting for efficiency through a medium, and it is used in a wide variety of
in daily living when used at night. In the applications throughout industry and the sciences as well
field of medicine light is as in living bodies. Light refracted through an optical
used to cut through the prism spreads out into a spectrum of its constituent
skin for surgery as in colors and allows individual wavelengths to be examined
laparoscopy. But the most on their own
important purpose is for
humans and other animals
to see the beautiful world
through light.
When light moves from one
H. Making The most important When light moves from medium to another of a
generalizations and purpose of light for one medium to another of different density, the speed
abstractions about humans and other animals a different density, the changes, bringing about
the lesson is to see the beautiful speed changes, bringing
world through. about changes in the changes in the direction of
direction of the refracted the refracted ray with
ray with respect to the respect to the normal line.
normal line. This is known This is known as refraction.
as refraction.
for application or
remediation
VI. REMARKS Unfinished lesson due to
lacking of time.
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?
ALLAN Z. ALMADILLA LESLIE D. VALEŇA, DEM

Subject Teacher Teacher III / TIC
LOG Teaching Dates and Time August 7 – 11 Quarter FIRST QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate some properties and characteristics of visible light.
B. Performance Standard The learners shall be able to discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of
visible light
S8FE-If-28
C. Learning
Competency/Objectives explain that red is the least
Write the LC code for bent and violet the most Summative Assessment Review for First Periodical Test First Periodical Test
each. bent according to their First Periodical Test
wavelengths or
frequencies
II. CONTENT COLORS OF LIGHT COLORS OF LIGHT

III. LEARNING
RESOURCES
A. References Refer to the slide Teacher-made summative
presentation made by the assessment
teacher
pages
pages
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning Refer to teacher-made
Resource summative assessment
V. PROCEDURES
A. Reviewing previous How does a rainbow form?

the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting Discussion:
examples/Instances Color Spectrum
of the new lesson
D. Discussing new Let the students participate

concepts and actively in the discussion
practicing new skills by sharing their ideas
#1 about the lesson on color
spectrum.
E. Discussing new
concepts and
#2
F. Developing mastery Which color has highest/

(leads to Formative lowest frequency and the
Assessment ) highest/ least energy?
application of Light waves can also be
concepts and skills made using a laser. This
in daily living works differently to a light
bulb, and produces
"coherent" light.
H. Making With the concept of

generalizations and dispersion, colors of light
abstractions about are hierarchically arranged
the lesson as ROYGBIV according to
frequency and energy of
the colors of light.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

LOG Teaching Dates and Time August 14 – 18 Quarter SECOND QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate the relationship between faults and earthquakes.
B. Performance Standard The learners shall be able to participate in decision making on where to build structures based on knowledge of the location of active faults in the
community; make an emergency plan and prepare an emergency kit for use at home and in school.
S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14
C. Learning
Competency/Objectives Explain how movements Explain how movements Explain how movements
Write the LC code for Item Analysis along faults generate along faults generate along faults generate
each. First Periodical Test earthquakes; how Earthquakes. Earthquakes; describe the
earthquakes generate appearance of a fault; and
Tsunamis. explain how a fault forms.
II. CONTENT Earthquakes and Faults Earthquakes and Faults Earthquakes and Faults
III. LEARNING
RESOURCES
A. References Science Learner’s Material
Science Teacher’s Guide
pages
2. Learner’s Materials Learner’s Module
pages pp. 116 - 118
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning Movie: San Andreas
Resource
V. PROCEDURES
Do you still remember your What are the things you
A. Reviewing previous lesson during your grade 7 already know about
lesson or presenting about the Pacific ring of earthquakes and faults
the new lesson fire? How does this affect based on the sun-ray
the Philippines being one of diagram that we did last
the countries located in the meeting? Enumerate
Pacific ring of fire?
B. Establishing a
purpose for the
lesson
C. Presenting Film showing: Introduction of the lesson; Activity: A Fault-y Setup

examples/Instances San Andreas Earthquakes and Faults LM. pp. 116-118
of the new lesson Let the students present
their answers/output to the
activity. Give their answers
to guide questions 1-2
D. Discussing new Let the students work in Do Activity 1

concepts and group assessing what they A Fault-y Setup
practicing new skills know about Earthquakes LM. pp. 116-118
#1 and faults by making a sun-
ray diagram.
Let them discuss their work
in front of the class.
E. Discussing new
concepts and
#2
F. Developing mastery What is the relationship Why do earthquakes occur? Describe the appearance
(leads to Formative between earthquakes and of a fault.
Assessment ) faults? Explain how a fault forms.
G. Finding practical There are things people can There are things people
application of do to avoid or reduce loss can do to avoid or reduce
concepts and skills of life and damage to loss of life and damage to
in daily living property. The first step is to property. The first step is to
have a clear understanding have a clear understanding
of the occurrence of of the occurrence of
earthquakes. earthquakes.
As far as seismologists
H. Making Earthquakes are associated now understand, all but the
generalizations and with faults. When a fault very deepest earthquakes
abstractions about suddenly moves, an (deeper than 600km) occur
the lesson earthquake occurs. on faults. Seismic waves
are generated when the
two sides of the fault
rapidly slip past each other.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

LOG Teaching Dates and Time August 21 – 25 Quarter SECOND QUARTER
I. OBJECTIVES
S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14
C. Learning
Competency/Objectives Explain how movements Explain how faults generate Explain how faults
Write the LC code for National Holiday along faults generate Earthquakes; why not all generate
each. Ninoy Aquino Day earthquakes; different movement along faults Earthquakes; why not all INTRAMURALS
types of faults according to produces earthquake. movement along faults
its movement. produces earthquake.
II. CONTENT Earthquakes and Faults Earthquakes and Faults Earthquakes and Faults
III. LEARNING
RESOURCES
A. References Teacher-Made Slide Science Learner’s Material Science Learner’s Material
Presentation Science Teacher’s Guide Science Teacher’s Guide
pages
2. Learner’s Materials Learner’s Module Learner’s Module
pages pp. 120 – 122 pp. 120 – 122
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
A. Reviewing previous Describe the appearance Describe the different Describe the different
lesson or presenting of a fault. types of fault. types of fault.
the new lesson Explain how a fault forms.
B. Establishing a
purpose for the
lesson
C. Presenting Discussion Activity: Stick ‘N Slip Discussion: Stick ‘N Slip

examples/Instances Types of Faults LM. pp. 120 - 122 LM. pp. 120 - 122
of the new lesson Refer to the slide Let the students present Let the students present
presentation made by the their answers/output to the their answers/output to the
teacher activity. Give their answers activity. Give their answers
to guide questions 3 – 6 to guide questions 3 – 6
D. Discussing new Let the students Do Activity 1 Discussion of Output

concepts and participate actively in the Stick ‘N Slip Do Activity 1
practicing new skills discussion by sharing their LM. pp. 120 – 122 Stick ‘N Slip
#1 ideas about the lesson on LM. pp. 120 – 122
types of Fault.
E. Discussing new
concepts and
#2
F. Developing mastery Describe the different Explain why not all Explain why not all
(leads to Formative types of fault. movement in faults produce movement in faults
Assessment ) earthquake? produce earthquake?
G. Finding practical Geologists study faults to Geologists study faults to Geologists study faults to
application of better understand where better understand where better understand where
concepts and skills large earthquakes large earthquakes originate. large earthquakes
in daily living originate. The Earth's The Earth's plates are originate. The Earth's
plates are constantly constantly moving, but most plates are constantly
moving, but most faults faults are motionless, moving, but most faults are
are motionless, locked by locked by friction, until the motionless, locked by
friction, until the day when day when the force on the friction, until the day when
the force on the fault fault builds up enough to the force on the fault builds
builds up enough to overcome the resistance. up enough to overcome
overcome the resistance. the resistance.
H. Making There are three types of Energy from inside the Energy from inside the
generalizations and faults according to its Earth makes the ground Earth makes the ground
abstractions about motion namely: Joints, move. But there is no move. But there is no
the lesson strike-slip and Dip-slip. movement right away movement right away
because of friction. Once because of friction. Once
friction is overcome, the friction is overcome, the
ground suddenly moves ground suddenly moves
and an earthquake occurs. and an earthquake occurs.
Some scientists describe Some scientists describe
this as a stick and slip this as a stick and slip
process. process.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
C. Did the remedial lessons E
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time August 28 – September 1 Quarter SECOND QUARTER
I. OBJECTIVES
S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14 S8ES-IIa-14
C. Learning
Competency/Objectives Explain how movements
Write the LC code for along faults generate NCAE No Classes
each. NATIONAL HEROES DAY earthquakes; different NCAE End of Ramadan
types of faults according to
its movement.
II. CONTENT Earthquakes and Faults

III. LEARNING
RESOURCES
A. References Teacher-Made Slide
Presentation
pages
pages
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
Describe the appearance
A. Reviewing previous of a fault.
lesson or presenting Explain how a fault forms.
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting Discussion
examples/Instances Types of Faults
of the new lesson Refer to the slide
presentation made by the
teacher
D. Discussing new Let the students

concepts and participate actively in the
practicing new skills discussion by sharing their
#1 ideas about the lesson on
types of Fault.
E. Discussing new
concepts and
#2
F. Developing mastery Describe the different

(leads to Formative types of fault.
Assessment )
G. Finding practical Geologists study faults to
application of better understand where
concepts and skills large earthquakes
in daily living originate. The Earth's
plates are constantly
moving, but most faults
are motionless, locked by
friction, until the day when
the force on the fault
builds up enough to
overcome the resistance.
H. Making There are three types of

generalizations and faults according to its
abstractions about motion namely: Joints,
the lesson strike-slip and Dip-slip.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
C. Did the remedial lessons E
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time September 4 – 8 Quarter SECOND QUARTER
I. OBJECTIVES
S8ES-IIa-15 S8ES-IIa-15 S8ES-IIa-15 S8ES-IIa-15 S8ES-IIa-15
C. Learning
Competency/Objectives Differentiate the epicenter Explain how movements
Write the LC code for School Learning of an earthquake from its along faults generate
each. Action Cell focus; intensity of an earthquakes; how
earthquake from its earthquakes generate
magnitude Tsunamis.
II. CONTENT Earthquakes and Faults Earthquakes and Faults

III. LEARNING
RESOURCES
Presentation
pages
pages
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning Movie: San Andreas
Resource
V. PROCEDURES
Describe the appearance
A. Reviewing previous of a fault.
lesson or presenting Describe the different
the new lesson types of fault.
B. Establishing a
purpose for the
lesson
C. Presenting Discussion Film showing:

examples/Instances Why do we need to learn San Andreas
of the new lesson about Earthquake?
Refer to the slide
presentation made by the
teacher
D. Discussing new Let the students

concepts and participate actively in the
practicing new skills discussion by sharing their
#1 ideas about the lesson on
Why do we need to learn
about Earthquake?
E. Discussing new
concepts and
#2
F. Developing mastery Differentiate the epicenter What is the relationship

(leads to Formative of an earthquake from its between earthquakes and
Assessment ) focus; intensity of an faults?
earthquake from its
magnitude
application of
concepts and skills
in daily living
An earthquake may be
H. Making described in two ways:
generalizations and intensity and magnitude.
abstractions about The intensity of an
the lesson earthquake gives us an
idea of how strong or
weak the shaking is. The
Philippines Institute of
Volcanology and
Seismology (PHIVOLCS)
uses scale to describe the
intensity of earthquakes in
the Philippines. Another
way of describing the
strength of earthquake is
by magnitude.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

Subject Teacher Head Teacher III / TIC

I. OBJECTIVES
S8ES-IIa-15 S8ES-IIa-15
C. Learning
Competency/Objectives Explain how Tsunamis are Assess the knowledge gain
Write the LC code for Demonstrate how NO CLASSES NO CLASSES generated; Infer why by the students on the
each. movement along faults TYPHOON MARING TYPHOON MARING tsunamis do not always lesson about earthquakes
affect the surroundings occur even when there is and Faults
an earthquake.
II. CONTENT Earthquakes and Faults Erathquake and Faults Earthquake and Faults
III. LEARNING
RESOURCES
A. References Science Learner’s Material Science Learner’s Material Teachers-made quiz
Science Teacher’s Guide Science Teacher’s Guide
pages
2. Learner’s Materials Learner’s Module Learner’s Module
pages pp. 125 – 127 pp. 133 – 135
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
A. Reviewing previous Explain the effect of Differentiate between focus

lesson or presenting bending of rocks along and epicenter
the new lesson faults
B. Establishing a
purpose for the
lesson
C. Presenting Activity: Where does an Activity: Where does an Summative Quiz

examples/Instances earthquake starts? earthquake starts?
of the new lesson LM. pp. 125-127 LM. pp. 133-135
Let the students answers Let the students answers
guide questions 9 guide questions 10 – 13
D. Discussing new Do Activity 4 Do Activity 5

concepts and Where does an earthquake Tsunami?
practicing new skills starts? LM. pp. 133-135
#1 LM. pp. 125-127
E. Discussing new
concepts and
#2
F. Developing mastery Differentiate between focus Explain how Tsunamis are Refer to attachment.
(leads to Formative and epicenter generated. Teacher-Made Quiz
Assessment )
G. Finding practical The knowledge of Tsunami are important to
application of epicentre will help in study because if we know
concepts and skills assessing the damage what a tsunami deposit
in daily living zone where death and looks like, we can use this
destruction will be knowledge to find evidence
maximum, we can rush the of past tsunamis in the
support and plan disaster geologic record. Tsunamis
relief accordingly. If the are indicators of processes
epicentre is in the inhabited such as undersea
region, loss to human life is earthquakes, large
the least or may not be volcanic eruptions that
there at all. Secondly if the dump deposits into water
epicentre is in the sea an
imminent tsunami warning
can be issued.
The focus of an earthquake Tsunamis are awe-inspiring
H. Making is the point where the rocks waves are typically caused
generalizations and start to fracture. Directly by large, undersea
abstractions about above the focus on the earthquakes at tectonic
the lesson Earth's surface is the plate boundaries. When
earthquake epicenter. the ocean floor at a plate
boundary rises or falls
suddenly, it displaces the
water above it and
launches the rolling waves
that will become a tsunami.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


I. OBJECTIVES
S8ES-IIa-16 S8ES-IIa-16 S8ES-IIa-17 S8ES-IIa-17
C. Learning Explain how faults Explain how faults Explain how Tsunamis are Assess the knowledge gain
Competency/Objectives generate generate Demonstrate how generated; Infer why by the students on the
Write the LC code for Earthquakes; why not all Earthquakes; why not all movement along faults tsunamis do not always lesson about earthquakes
each. movement along faults movement along faults affect the surroundings occur even when there is and Faults
produces earthquake. produces earthquake. an earthquake.
II. CONTENT Earthquakes and Faults Earthquakes and Faults Earthquakes and Faults Erathquake and Faults Earthquake and Faults
III. LEARNING
RESOURCES
A. References Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s Material Teachers-made quiz
Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide
pages
2. Learner’s Materials Learner’s Module Learner’s Module Learner’s Module Learner’s Module
pages pp. 120 – 122 pp. 120 – 122 pp. 125 – 127 pp. 133 – 135
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
A. Reviewing previous Describe the different Describe the different Explain the effect of Differentiate between focus
lesson or presenting types of fault. types of fault. bending of rocks along and epicenter
the new lesson faults
B. Establishing a
purpose for the
lesson
C. Presenting Activity: Stick ‘N Slip Discussion: Stick ‘N Slip Activity: Where does an Activity: Where does an Summative Quiz
examples/Instances LM. pp. 120 - 122 LM. pp. 120 - 122 earthquake starts? earthquake starts?
of the new lesson Let the students present Let the students present LM. pp. 125-127 LM. pp. 133-135
their answers/output to the their answers/output to the Let the students answers Let the students answers
activity. Give their answers activity. Give their answers guide questions 9 guide questions 10 – 13
to guide questions 3 – 6 to guide questions 3 – 6
D. Discussing new Do Activity 1 Discussion of Output Do Activity 4 Do Activity 5

concepts and Stick ‘N Slip Do Activity 1 Where does an earthquake Tsunami?
practicing new skills LM. pp. 120 – 122 Stick ‘N Slip starts? LM. pp. 133-135
#1 LM. pp. 120 – 122 LM. pp. 125-127
E. Discussing new
concepts and
#2
F. Developing mastery Explain why not all Explain why not all Differentiate between focus Explain how Tsunamis are Refer to attachment.
(leads to Formative movement in faults movement in faults and epicenter generated. Teacher-Made Quiz
Assessment ) produce earthquake? produce earthquake?
G. Finding practical Geologists study faults to Geologists study faults to The knowledge of epicentre Tsunami are important to
application of better understand where better understand where will help in assessing the study because if we know
concepts and skills large earthquakes large earthquakes damage zone where death what a tsunami deposit
in daily living originate. The Earth's originate. The Earth's and destruction will be looks like, we can use this
plates are constantly plates are constantly maximum, we can rush the knowledge to find evidence
moving, but most faults are moving, but most faults support and plan disaster of past tsunamis in the
motionless, locked by are motionless, locked by relief accordingly. If the geologic record. Tsunamis
friction, until the day when friction, until the day when epicentre is in the inhabited are indicators of processes
the force on the fault builds the force on the fault region, loss to human life is such as undersea
up enough to overcome the builds up enough to the least or may not be earthquakes, large
resistance. overcome the resistance. there at all. Secondly if the volcanic eruptions that
epicentre is in the sea an dump deposits into water
imminent tsunami warning
can be issued.
The focus of an earthquake Tsunamis are awe-inspiring
H. Making Energy from inside the Energy from inside the is the point where the rocks waves are typically caused
generalizations and Earth makes the ground Earth makes the ground start to fracture. Directly by large, undersea
abstractions about move. But there is no move. But there is no above the focus on the earthquakes at tectonic
the lesson movement right away movement right away Earth's surface is the plate boundaries. When
because of friction. Once because of friction. Once earthquake epicenter. the ocean floor at a plate
friction is overcome, the friction is overcome, the boundary rises or falls
ground suddenly moves ground suddenly moves suddenly, it displaces the
and an earthquake occurs. and an earthquake occurs. water above it and
Some scientists describe Some scientists describe launches the rolling waves
this as a stick and slip this as a stick and slip that will become a tsunami.
process. process.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


I. OBJECTIVES
A. Content Standard The learners demonstrate the formation of typhoons and their movement within the PAR.
B. Performance Standard The learners shall be able to 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
Competency/Objectives Explain how typhoons Explain how typhoons
Write the LC code for develop; develop; Given the latitude
each. and longitude of a tropical
cyclone, tell if it has
entered the Philippine
Area of Responsibility.
II. CONTENT Understanding Typhoon Understanding Typhoon

III. LEARNING
RESOURCES
pages
pages pp. 140 – 142
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
Do you still remember the What are the things you
A. Reviewing previous terrible flood brought by already know about
lesson or presenting tropical storm Ondoy in Typhoon based on the
the new lesson 2009? Tropical storm sun-ray diagram that we
Sendong in 2011? Typhoon did last meeting?
Pablo in 2012? Enumerate
B. Establishing a
purpose for the
lesson
C. Presenting Introduction of the lesson; Activity: Plotting the PAR

examples/Instances Understanding Typhoon LM. pp. 140 - 142

concepts and group assessing what they Plotting the PAR
practicing new skills know about Typhoon by LM. pp. 140 – 142
#1 making a sun-ray diagram.
E. Discussing new
concepts and
#2
Explain what is meant
F. Developing mastery Why is the Philippines when a typhoon has
(leads to Formative prone to Typhoon? entered the Philippine
Assessment ) Area of Responsibility.
G. Finding practical We have to be It is important to know
application of knowledgeable about what you may face during
concepts and skills tropical cyclones if we want the season and what
in daily living to prevent the loss of more precautions to take when
lives. a storm is imminent to
prevent the loss of more
lives.
The air over the tropical
H. Making seas is warmer due to the
generalizations and heat of sunlight; therefore
abstractions about more sea water is
the lesson evaporated that makes the
air over the tropical seas
warm and wet and
expands due to its higher
temperature, which will in
turn reduces its density.
This combined with the
low wind force in the
equatorial region provide a
perfect recipe for air
upward motion.
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time October 2 – 6 Quarter SECOND QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate the formation of typhoons and their movement within the PAR.
B. Performance Standard The learners shall be able to 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
Competency/Objectives Explain how typhoons Explain how typhoons
Write the LC code for develop; develop; Given the latitude
each. and longitude of a tropical
cyclone, tell if it has
entered the Philippine
Area of Responsibility.
II. CONTENT Understanding Typhoon Understanding Typhoon

III. LEARNING
RESOURCES
pages
pages pp. 140 – 142
3. Textbook pages
from Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES
Do you still remember the What are the things you
A. Reviewing previous terrible flood brought by already know about
lesson or presenting tropical storm Ondoy in Typhoon based on the
the new lesson 2009? Tropical storm sun-ray diagram that we
Sendong in 2011? Typhoon did last meeting?
Pablo in 2012? Enumerate
B. Establishing a
purpose for the
lesson
C. Presenting Introduction of the lesson; Activity: Plotting the PAR

examples/Instances Understanding Typhoon LM. pp. 140 - 142

concepts and group assessing what they Plotting the PAR
practicing new skills know about Typhoon by LM. pp. 140 – 142
#1 making a sun-ray diagram.
E. Discussing new
concepts and
#2
Explain what is meant
F. Developing mastery Why is the Philippines when a typhoon has
(leads to Formative prone to Typhoon? entered the Philippine
Assessment ) Area of Responsibility.
G. Finding practical We have to be It is important to know
application of knowledgeable about what you may face during
concepts and skills tropical cyclones if we want the season and what
in daily living to prevent the loss of more precautions to take when
lives. a storm is imminent to
prevent the loss of more
lives.
The air over the tropical
H. Making seas is warmer due to the
generalizations and heat of sunlight; therefore
abstractions about more sea water is
the lesson evaporated that makes the
air over the tropical seas
warm and wet and
expands due to its higher
temperature, which will in
turn reduces its density.
This combined with the
low wind force in the
equatorial region provide a
perfect recipe for air
upward motion.
for application or
remediation
V. REMARKS
VI. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

LOG Teaching Dates and Time OCTOBER 9 – 13 Quarter SECOND QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate the characteristics of comets, meteors, and asteroids
B. Performance Standard The learners shall be able to discuss whether or not beliefs and practices about comets and meteors have scientific basis.
S8ES-IIg-22 S8ES-IIg-22
C. Learning
Competency/Objectives compare and contrast Describe how impact
Write the LC code for comets, meteors, and craters are formed when a
each. asteroids; comet or asteroid hits
Earth based on a
simulation
II. CONTENT Comets, Asteroids and Comets, Asteroids and

Meteors Meteors
III. LEARNING
RESOURCES
pages
pages pp. 154 – 155
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
Has Earth ever been hit by What are the things you
A. Reviewing previous a comet or an asteroid? already know about
lesson or presenting How have such impacts comets, asteroid and
the new lesson affected Earth? meteors based on the sun-
ray diagram that we did
last meeting? Enumerate
B. Establishing a
purpose for the
lesson
C. Presenting Introduction of the lesson; Activity: What happens

examples/Instances Comets, asteroid and when a comet or an
of the new lesson meteors. asteroid hits Earth?
LM. pp. 154 - 155
Let the students present

concepts and group assessing what they What happens when a
practicing new skills know about comets, comet or an asteroid hits
#1 asteroid and meteors by Earth?
making a sun-ray diagram. LM. pp. 154 – 155
E. Discussing new
concepts and
#2
What do you think
F. Developing mastery How often does a comet or happened to the plants
(leads to Formative an asteroid hit earth? and animals living in an
Assessment ) area where the comet or
asteroid crashed?
G. Finding practical The asteroids, comets and The asteroids, comets and
application of meteoroids are important to meteoroids are important
concepts and skills the solar system because to the solar system
in daily living they are the main raw because they are the main
elements of planets. They raw elements of planets.
are also important because They are also important
they were to be believed as because they were to be
ancient remnants of the believed as ancient
earliest years of the remnants of the earliest
formation of our solar years of the formation of
system our solar system
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Answer Guide Questions

1 and 2
on page 155 of LM
for application or
remediation
VI. REMARKS
VII. REFLECTION
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time OCTOBER 16 – 20 Quarter SECOND QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate the characteristics of comets, meteors, and asteroids
B. Performance Standard The learners shall be able to discuss whether or not beliefs and practices about comets and meteors have scientific basis.
C. Learning
Competency/Objectives NO CLASSES NO CLASSES REVIEW FOR DAY 1 DAY 2
Write the LC code for TRANSPO-STRIKE TRANSPO-STRIKE SECOND PERIODICAL SECOND PERIODICAL SECOND PERIODICAL
each. TEST TEST TEST
VIII. CONTENT
IX. LEARNING
RESOURCES
B. References
pages
pages
7. Textbook pages
from Learning
Resource (LR)portal
X. Other Learning
Resource
XI. PROCEDURES
K. Reviewing previous
the new lesson
L. Establishing a
purpose for the
lesson
M. Presenting
examples/Instances
of the new lesson
N. Discussing new
concepts and
#1
O. Discussing new
concepts and
#2
P. Developing mastery
(leads to Formative
Assessment )
Q. Finding practical
application of
concepts and skills
in daily living
R. Making
generalizations and
abstractions about
the lesson
S. Evaluating learning
T. Additional activities
for application or
remediation
XII. REMARKS
XIII. REFLECTION
H. No. of learners who earned

I. No. of learners who require
below 80%
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or localized
other teachers?

LOG Teaching Dates and Time November 6 – 10 Quarter THIRD QUARTER
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the particle nature of matter as basis for explaining properties, physical changes, and structure of
substances and mixtures.
B. Performance Standard The Learners shall be able to present how water behaves in its different states within the water cycle.
S8MT-IIIab-8 S8MT-IIIab-8 S8MT-IIIab-8 S8MT-IIIcd-9 S8MT-IIIcd-9
C. Learning
Competency/Objectives Explain the properties of Describe the common Describe the common Explain physical changes
Write the LC code for solids, liquids, and gases properties of matter; properties of matter; in terms of the
each. based on the particle distinguish properties of distinguish properties of arrangement and motion of
nature of matter. matter from those of non- matter from those of non- atoms and molecules.
matter. matter.
VIII. CONTENT THE PARTICLE NATURE THE PARTICLE NATURE THE PARTICLE NATURE THE PARTICLE NATURE
OF MATTER OF MATTER OF MATTER OF MATTER
IX. LEARNING
RESOURCES
B. References Science Learner’s Material Science Learner’s Material Teacher’s Made Slide
Science Teacher’s Guide Science Teacher’s Guide Presentation
pages
6. Learner’s Materials LM p. 172 – 173 LM p. 172 – 173
pages
7. Textbook pages
from Learning
Resource (LR)portal
X. Other Learning
Resource
XI. PROCEDURES
K. Reviewing previous Do you still remember your What are the things you What are the things you What is matter made off?
lesson or presenting lesson about matter during already know about the already know about the
the new lesson your grade 7? You studied particle nature of matter particle nature of matter
the properties of common based on the sun-ray based on the sun-ray
elements, compounds, diagram that we did last diagram that we did last
metals and non-metals, as meeting? Enumerate meeting? Enumerate
well as solutions of acids
and bases.
L. Establishing a
purpose for the
lesson
M. Presenting Introduction of the lesson; Activity 1 Activity 1 Discussion

examples/Instances The particle nature of Which is matter, which is Which is matter, which is The Particle nature of
of the new lesson matter. not? not? matter
N. Discussing new Let the students work in Let the students work in Let the students work in Let the students participate
concepts and group assessing what they group assessing what they group assessing what they actively in the discussion
practicing new skills know about the particle know about matter by know about matter by by sharing their ideas
#1 nature of matter by making making a sun-ray diagram. making a sun-ray diagram. about the lesson the
a sun-ray diagram. Let them discuss their Let them discuss their work particle nature of matter
Let them discuss their work work in front of the class. in front of the class.
O. Discussing new
concepts and
#2
P. Developing mastery What is matter made off? Describe common Describe common Describe the different
(leads to Formative properties of matter. properties of matter. properties and changes in
Assessment ) states of matter.
application of A knowledge of properties of matter is important not only
concepts and skills to scientists but engineers as well (and anybody who is
in daily living working with matter). The properties on interest, typically,
include melting point, boiling point, density, mass,
volume, shape, electrical conductivity, heat conductivity,
reactivity with other substances (including water, acids,
bases, etc.). All applications of matter are dependent on
their properties.
Matter is everything around The characteristics that The characteristics that

R. Making you. Atoms and molecules describe a sample of describe a sample of matter
generalizations and are all composed of matter. matter are called are called properties. Matter
abstractions about Matter is defined as properties. Matter can can have different
the lesson anything that has mass and have different properties. properties
takes up space.
for application or
remediation
XII. REMARKS The lesson was not done
due to lack of time. To be
continued tomorrow.
XIII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

LOG Teaching Dates and Time November 27 – December 1 Quarter THIRD QUARTER
I. OBJECTIVES
S8MT-IIIe-f-10 S8MT-IIIe-f-10 S8MT-IIIe-f-10 S8MT-IIIe-f-10 S8MT-IIIe-f-10
C. Learning
Competency/Objectives Determine the number of Determine the number of Compare the masses of the Assess the knowledge gain
Write the LC code for protons, neutrons, and protons, neutrons, and subatomic particles using NATIONAL HOLIDAY by the students on the
each. electrons in a particular electrons in a particular different ways of visual BONIFACIO DAY lesson about earthquakes
atom. atom. representation and Faults
II. CONTENT ATOMS: INSIDE OUT ATOMS: INSIDE OUT ATOMS: INSIDE OUT ATOMS: INSIDE OUT
III. LEARNING
RESOURCES
A. References Science Learner’s Material Science Learner’s Material
Science Teacher’s Guide Science Teacher’s Guide Teachers-made quiz
pages
2. Learner’s Materials LM p. 193 LM p. 195 – 196
pages
3. Textbook pages
from Learning
Resource (LR)portal
IV. Other Learning
Resource
V. PROCEDURES
A. Reviewing previous What matter is made up What are the things you Infer that objects may carry
lesson or presenting of? Describe the different already know about atom positive and negative
the new lesson properties and changes in based on the sun-ray charges.
states of matter. diagram that we did last
meeting? Enumerate
B. Establishing a
purpose for the
lesson
C. Presenting Introduction of the lesson; Activity 1 Activity 2 Summative Quiz

examples/Instances Atoms: Inside Out Charge it to experience! The Big difference
of the new lesson
D. Discussing new Let the students work in Let the students work in Let the students work in
concepts and group assessing what they group assessing what they group activity about the
practicing new skills know about Atoms: inside know about atom by masses of the subatomic
#1 out by making a sun-ray making a sun-ray diagram. particles.
diagram. Let them discuss their Let them discuss their work
Let them discuss their work in front of the class. in front of the class.
E. Discussing new
concepts and
#2
F. Developing mastery What makes up an atom? Infer that objects may carry Infer which particle Refer to attachment.
(leads to Formative How do these components positive and negative contributes to the mass of Teacher-Made Quiz
Assessment ) differ from each other? charges. the atom.
application of The study of atoms is The study of atoms is In the activity, you have
concepts and skills important because every important because every visually compared the
in daily living single thing in the universe single thing in the universe masses of the three
(living or not) is composed (living or not) is composed subatomic particles.
of molecules, within which of molecules, within which
lies an atom. Therefore, lies an atom. Therefore,
some believe that this fact some believe that this fact
supports the idea that we supports the idea that we
are all interconnected. Our are all interconnected. Our
actions (even out thoughts) actions (even out thoughts)
affect each other affect each other
An atom is the smallest Atoms are all around us, in The massive part of the
H. Making constituent unit of ordinary us, in what we can see, atom, then, comes from the
generalizations and matter that has the and in what is unseen. All masses of the protons and
abstractions about properties of a chemical matter is made up of neutrons. Collectively, the
the lesson element. Every solid, atoms, as they are the protons and neutrons are
liquid, gas, and plasma is smallest of structures and called nucleons. The
composed of neutral or the building blocks for nucleons, tightly packed
ionized atoms. Atoms are everything. together from the nucleus in
very small; typical sizes the center of the atom.
are around 100 picometers
(a ten-billionth of a meter,
in the short scale)
for application or
remediation
VI. REMARKS
VII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

LOG Teaching Dates and Time December 4-8 Quarter THIRD QUARTER
I. OBJECTIVES
C. Learning
Competency/Objectives Determine the number of Stimulate and describe
Write the LC code for protons, neutrons, and Thomson’s and
each. electrons in a particular Rutherford’s models may
atom. change overtime
VIII. CONTENT ATOMS: INSIDE OUT ATOMS: INSIDE OUT
IX. LEARNING
RESOURCES
B. References Teacher’s Made Slide Science Learner’s Material
Presentation Science Teacher’s Guide
pages
6. Learner’s Materials LM p. 198
pages
7. Textbook pages
from Learning
Resource (LR)portal
X. Other Learning
Resource
XI. PROCEDURES
K. Reviewing previous What matter is made up How does the mass of the
lesson or presenting of? Describe the different neutron compare with the
the new lesson properties and changes in mass of the proton?
states of matter.
L. Establishing a
purpose for the
lesson
M. Presenting Discussion Activity 3

examples/Instances ATOM: Inside out Small but Terrible
of the new lesson
N. Discussing new Let the students participate Let the students work in
concepts and actively in the discussion group answering activity 2:
practicing new skills by sharing their ideas small but terrible.
#1 about the lesson : atom, Let them discuss their
Inside Out work in front of the class.
O. Discussing new
concepts and
#2
P. Developing mastery How are the components Infer that objects may carry
(leads to Formative arranged inside the atom? positive and negative
Assessment ) charges.
Q. Finding practical The study of atoms is
application of important because every
concepts and skills single thing in the universe
in daily living (living or not) is composed
of molecules, within which
lies an atom. Therefore,
some believe that this fact
supports the idea that we
are all interconnected. Our
actions (even out thoughts)
affect each other
In science, models, based
R. Making on observations from
generalizations and experiments are tested
abstractions about further, sometimes by
the lesson other scientists, to
determine their validity.
for application or
remediation
XII. REMARKS
XIII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


I. OBJECTIVES
II. Learning Describe matter by its Stimulate and describe
Competency/Objectives properties and how these Thomson’s and
Write the LC code for are classified. Rutherford’s models may
each. change overtime
III. CONTENT ATOMS: INSIDE OUT ATOMS: INSIDE OUT
IV. LEARNING
RESOURCES
A. References ScieLinks – TIMSS-Based Science Learner’s Material
learning Materials – for Science Teacher’s Guide
Secondary Level
Module 6
pages
2. Learner’s Materials Module 6 pp.6-7 LM p. 198
pages
3. Textbook pages
from Learning
Resource (LR)portal
V. Other Learning
Resource
VI. PROCEDURES
A. Reviewing previous How does the mass of the

lesson or presenting neutron compare with the
the new lesson mass of the proton?
B. Establishing a
purpose for the
lesson
C. Presenting Building Vocabulary and

examples/Instances Other Exercises: A-word
of the new lesson parts B-word cryptogram
D. Discussing new Let the students work in

concepts and group answering Building
practicing new skills Vocabulary A and B
#1 pp. 6 -7
Let them discuss their
E. Discussing new
concepts and
#2
F. Developing mastery Describe matter by its

(leads to Formative properties and how these
Assessment ) are classified.
application of
concepts and skills
in daily living
H. Making
generalizations and
abstractions about
the lesson
for application or
remediation
VII. REMARKS
VIII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the identity of a substance according to its atomic structure.
II. Learning
Competency/Objectives Determine the number of Locate the atomic number
Write the LC code for protons, neutrons, and in a periodic table.
each. electrons in a particular
atom.
IX. CONTENT ATOMS: INSIDE OUT ATOMS: INSIDE OUT Students’ Year End Party GPTA Year End Party Christmas Vacation
X. LEARNING
RESOURCES
B. References Science Learner’s Material Science Learner’s Material
Science Teacher’s Guide Science Teacher’s Guide
pages
6. Learner’s Materials Module 2 pp.201 – 202 LM pp. 203-205
pages
7. Textbook pages
from Learning
Resource (LR)portal
XI. Other Learning
Resource
XII. PROCEDURES
How were you able to to What do you think are the
K. Reviewing previous infer the shape, size and chances of the alpha
lesson or presenting location of the mystery particle directly hitting the
the new lesson object in the box? nucleus?
L. Establishing a
purpose for the
lesson
M. Presenting Refer to Figure 3 in the Activity 4

examples/Instances next page. Using the What’s in the Number?
of the new lesson schematic representation pp. 203-205
of the atom of the gold foil,
draw the path of the
positively-charged alpha
particles as they move
through the atoms.
N. Discussing new Let the students do activity Let the students do

concepts and 3 Small But Terrible Activity 4
practicing new skills Part C What’s in the Number?
#1 pp. 201-202 pp. 203-205
O. Discussing new
concepts and
#2
P. Developing mastery What happens to the Refer to the periodic table

(leads to Formative positively-charged alpha at the end of this module.
Assessment ) particle that comes near Locate the Atomic Number.
the positively charged
nucleus?
application of
concepts and skills
in daily living
The nuclear model of the Atomic mass is the mass
R. Making atom proposed by of an atom of a particle
generalizations and Rutherford in 1912 is still element. It is the average
abstractions about the picture of the atom that of the mass numbers of
the lesson we hold today. the naturally occurring
Observations made isotopes of the element
afterward in experiments multiplied with their
concerning the atom respective abundance.
support the model.
for application or
remediation
XIII. REMARKS
XIV. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time JANUARY 3-5 Quarter THIRD QUARTER
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the identity of a substance according to its atomic structure.
II. Learning
Competency/Objectives Determine the number of Deduce that scientific Assess the knowledge gain
Write the LC code for protons, neutrons, and models may change over by the students on the
each. electrons in a particular time. lesson about atom.
atom;
III. CONTENT Christmas Vacation Christmas Vacation ATOMS: INSIDE OUT ATOMS: INSIDE OUT ATOMS: INSIDE OUT
IV. LEARNING
RESOURCES
A. References Science Learner’s Material Teacher-Made Slide Teacher-Made Quiz
Science Teacher’s Guide Presentation
pages
2. Learner’s Materials LM pp. 203-205
pages
3. Textbook pages
from Learning
Resource (LR)portal
V. Other Learning https://www.slideshare.net/i
Resource shajaiswal169/atomic-
structure-38027284
VI. PROCEDURES
What do you think are the Determine the number of

A. Reviewing previous chances of the alpha protons, neutrons, and
lesson or presenting particle directly hitting the electrons in a particular
the new lesson nucleus? atom
B. Establishing a
purpose for the
lesson
C. Presenting Activity 4 Summative Quiz

examples/Instances What’s in the Number?
of the new lesson pp. 203-205
D. Discussing new Let the students do Let the students participate

concepts and Activity 4 actively in the discussion
practicing new skills What’s in the Number? by sharing their ideas
#1 pp. 203-205 about the lesson on atomic
structure.
E. Discussing new
concepts and
#2
F. Developing mastery Refer to the periodic table What happens to the Refer to attachment.
(leads to Formative at the end of this module. scientific models of atom Teacher-Made Quiz
Assessment ) Locate the Atomic Number. over time?
application of
concepts and skills
in daily living
Atomic mass is the mass of The nuclear model of the .
H. Making an atom of a particle atom proposed by
generalizations and element. It is the average of Rutherford in 1912 is still
abstractions about the mass numbers of the the picture of the atom that
the lesson naturally occurring isotopes
of the element multiplied we hold today.
with their respective Observations made
abundance. afterward in experiments
concerning the atom
support the model.
for application or
remediation
VII. REMARKS
VIII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time JANUARY 8-12 Quarter THIRD QUARTER
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of the periodic table of elements as an organizing tool to determine the chemical properties of
elements.
II. Learning
Competency/Objectives Trace the development of Trace the development of Review of the lessons for Assess the knowledge gain Assess the knowledge gain
Write the LC code for the periodic table from the periodic table from the third periodical test by the students on the by the students on the
each. observations based on observations based on lesson for the third quarter lesson for the third quarter
similarities in properties of similarities in properties of period. period.
elements elements
III. CONTENT ATOMS: INSIDE OUT ATOMS: INSIDE OUT Review Third Periodical Test Third Periodical Test
IV. LEARNING
RESOURCES
Presentation
pages
pages
3. Textbook pages
from Learning
Resource (LR)portal
V. Other Learning https://www.slideshare.net/
Resource dumouchelle/periodic-
table-of-elements-
11841878
VI. PROCEDURES
A. Reviewing previous Do you know what a How did periodic table

lesson or presenting Periodic Table is? What is develop?
the new lesson the use of it?
B. Establishing a
purpose for the
lesson
C. Presenting Introduction of the lesson;

examples/Instances Periodic Table of Elements
of the new lesson
D. Discussing new Let the students work in Let the students participate
concepts and group assessing what they actively in the discussion
practicing new skills know about Periodic Table by sharing their ideas
#1 of Elements by making a about the lesson on
sun-ray diagram. Periodic table of elements
E. Discussing new
concepts and
#2
F. Developing mastery How did periodic table Describe how the elements
(leads to Formative develop? are arranged in the
Assessment ) periodic table
application of Periodic Table of elements Periodic Table of elements
concepts and skills can be used to predict can be used to predict
in daily living properties of elements yet properties of elements yet
to be discovered, although to be discovered, although
these new elements are all these new elements are all
highly radioactive and highly radioactive and
break down into more break down into more
familiar elements almost familiar elements almost
instantly. instantly.
The periodic table is the The periodic table is a .
H. Making most important chemistry tabular arrangement of the
generalizations and reference there is. It chemical elements,
abstractions about arranges all the known ordered by their atomic
the lesson elements in an informative
array. Elements are number, electron
arranged left to right and configurations, and
top to bottom in order of recurring chemical
increasing atomic number. properties. This ordering
Order generally coincides shows periodic trends,
with increasing atomic such as elements with
mass.
similar behaviour in the
same column.
for application or
remediation
VII. REMARKS
VIII. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


LOG Teaching Dates and Time JANUARY 15-19 Quarter FOURTH
I. OBJECTIVES
The Learners demonstrate an understanding of: the digestive system and its interaction with the circulatory, respiratory, and excretory systems in
A. Content Standard providing the body with nutrients for energy; diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention
and treatment.
The Learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency.
S8LT-IVa-13 S8LT-IVa-13 S8LT-IVa-13 S8MT-IIIe-f-10
II. Learning
Competency/Objectives Checking of test papers, Explain ingestion, Give the name of organisms Assess the knowledge gain Assess the knowledge gain
Write the LC code for MPS and Item Analysis. absorption, assimilation, as they are known in your by the students on the by the students on the
each. and excretion; community. lesson for the third quarter lesson for the third quarter
period. period.
III. CONTENT BIODIVERSITY BIODIVERSITY Third Periodical Test Third Periodical Test
IV. LEARNING
RESOURCES
pages
2. Learner’s Materials LM pp. 225
pages
3. Textbook pages
from Learning
Resource (LR)portal
V. Other Learning
Resource
VI. PROCEDURES
A. Reviewing previous
lesson or presenting Refer to visual aids:
the new lesson Project 555
A. Establishing a
purpose for the
lesson
B. Presenting
examples/Instances Introduction of the lesson;
of the new lesson Biodiversity
C. Discussing new Let the students work in
concepts and group assessing what they Activity 1
practicing new skills know about Biodiversity by What’s in a NAME?
#1 making a sun-ray diagram. pp. 225
D. Discussing new
concepts and Let the students answer
practicing new skills Activity 1
#2 What’s in the Number?
pp. 225
E. Developing mastery Why is biodiversity
(leads to Formative important?
Assessment )
F. Finding practical Sustaining the natural area Organisms also need be to
application of made up of community of given names for easier filing
concepts and skills plants, animals, and other of information and reference
in daily living living things that is begin by people.
reduced at a steady rate
as we plan human
activities that is being
reduced by habitat
destruction.
Biodiversity also refers to For organisms to be studied
G. Making the number, or abundance and information about them
generalizations and of different species living shared to those who need
abstractions about within a particular region. It it, scientists grouped them
the lesson represents the wealth of into meaningful
biological resources classifications. The different
available to us. groups are ranked from the
largest to the smallest
groups.
H. Evaluating learning
I. Additional activities
for application or
remediation
B. REMARKS
C. REFLECTION

below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?


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School MAMPLASAN NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON Teacher LOWEGIN A. BOBIS Learning Area EIM

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

1. Teacher’s Guide p.4 p.4

A. No. of learners who earned

Prepared by: Checked by:

LOWEGIN A. BOBIS LESLIE D. VALEŇA, DEM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners who earned

Prepared by: Checked by:

LOWEGIN A. BOBIS LESLIE D. VALEŇA, DEM

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

The learner demonstrates understanding on the principles and concepts of recycling

A. No. of learners who earned

Prepared by: Checked by:

LOWEGIN A. BOBIS LESLIE D. VALEŇA, DEM

School MAMPLASAN NATIONAL HIGH SCHOOL Grade Level 8

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

A. No. of learners who earned

Prepared by: Checked by:

LOWEGIN A. BOBIS LESLIE D. VALEŇA, DEM

School MAMPLASAN NATIONAL HIGH SCHOOL Grade Level 8

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

II. CONTENT SOUND COLOR OF LIGHT COLOR OF LIGHT COLOR OF LIGHT

A. No. of learners who earned

Prepared by: Checked by:

ALLAN Z. ALMADILLA LESLIE D. VALEŇA, DEM

II. CONTENT COLORS OF LIGHT COLORS OF LIGHT

A. Reviewing previous How does a rainbow form?

D. Discussing new Let the students participate

F. Developing mastery Which color has highest/

H. Making With the concept of

A. No. of learners who earned

Prepared by: Checked by:

ALLAN Z. ALMADILLA LESLIE D. VALEŇA, DEM

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

C. Presenting Film showing: Introduction of the lesson; Activity: A Fault-y Setup

D. Discussing new Let the students work in Do Activity 1

A. No. of learners who earned

Prepared by: Checked by:

ALLAN Z. ALMADILLA LESLIE D. VALEŇA, DEM

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

C. Presenting Discussion Activity: Stick ‘N Slip Discussion: Stick ‘N Slip

D. Discussing new Let the students Do Activity 1 Discussion of Output

A. No. of learners who earned

Prepared by: Checked by:

ALLAN Z. ALMADILLA LESLIE D. VALEŇA, DEM

School MAMPLASAN NATIONAL HIGH SCHOOL Grade Level 8

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

II. CONTENT Earthquakes and Faults

D. Discussing new Let the students

F. Developing mastery Describe the different

H. Making There are three types of

A. No. of learners who earned

ALLAN Z. ALMADILLA LESLIE D. VALEŇA, DEM

School MAMPLASAN NATIONAL HIGH SCHOOL Grade Level 8

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

II. CONTENT Earthquakes and Faults Earthquakes and Faults

C. Presenting Discussion Film showing:

D. Discussing new Let the students

F. Developing mastery Differentiate the epicenter What is the relationship

A. No. of learners who earned

Prepared by: Checked by: