Annex1B to DepEd Order No. 42 , s.

2016

GRADES 1 to 12 School BUHISAN NIGHT HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher SHIELO MARIE C. CABAÑERO Learning Area SCIENCE
Teaching Dates and Time 3:10-4:10,7:30-8:30/7:30-8:30/3:10- Quarter SECOND QUARTER
4:10,7:30-8:30/3:10-4:10/6:30-7:30
dsd

Monday Wednesday Thursday Friday

October 7, 2019 October 9, 2019 October 10, 2019 October 11,2019
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
I. OBJECTIVES and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.

A. Content Standards The learners demonstrate an understanding of the relationship between faults and earthquakes, the formation of typhoons and their movement within the PAR

B. Performance Standards
C. Learning Competencies / Objectives
Write the LC code for each
The learners shall be able to make an emergency plan and prepare an emergency kit for use at home and in school
Explain how earthquake waves provide Explain how typhoons develop. Explain how typhoons develop. Infer why the Philippines is prone
information about the interior of the S8ES-IId-18 S8ES-IId-18 to typhoon
earth. S8ES-IId-19
S8ES-IIa-17

KNOWLEDGE Identify what is a tsunami Describe what is a typhoon Identify the different active faults Trace the path of a typhoon from
found in the Philippines the ocean where it originates as it
passes to the
Philippines.
SKILLS Explain the formation of a tsunami Demonstrate how typhoons are Demonstrate understanding of the Infer why the Philippines is
formed in the ocean. relationship between earthquake and always in the path of a typhoon.
faults.
ATTITUDE/VALUING Relate lesson to real life situation Preparedness Relate lesson to real life situation Relate to real life situations

Tsunami Module 2: UNDERSTANDING Module 2: UNDERSTANDING Philippine Area of Responsibility

II. CONTENT TYPHOONS TYPHOONS
Lesson 10: UNDERSTANDING Lesson 11: WHAT IS A TYPHOON?
TYPHOONS (Introduction)
LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.

A. References
1. Teacher’s Guide pages LG 20-21 LG pages 22-23 LG pages 24-26 LG pages 27-28
2. Learner’s Materials pages LM page 135-136 LM page 137-139 LM pages 138-142 LM pages 139-142
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learni ng
III. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Activity Recall how are earthquake related Recall that the behavior of What conditions favor the formation Recall the Tropical Cyclone
to tsunami seismic waves reveals what of typhoons? Categories
the Earth looks like inside
Directions: Post the picture of the When a weather disturbance
Layers of the Earth examine the parts enters The Philippine Area of
as shown. Then discuss the concept on Responsibility (PAR), the
page 135-136 of the LM weather bureau begins to
monitor it. Do you know where
the PAR is?
B. Analysis/ Lesson Proper Picture Analysis Picture Analysis
Let the students watch a video
Directions: Let the student view each After analyzing the picture Elicit from Do activity on pages 140 to 141 of
Discussion/ Understanding on the picture and let students give their the students their ideas about the LM.
concept on pages 135 – 136. own interpretation about the following.
pictures. Post the students response Using the Map of the Philippines
1. How do seismic waves behave as it on the blackboard. and vicinity, plot the given points
1. the rotation of the typhoon
pass through different layers of the 1. Why is the Philippines prone to on the Map.
2. the direction it is heading
earth? typhoon?
3. the magnitude of its rain clouds
2. What conditions favor the
2. Is using seismic data accurate in formation of typhoon?
1. What are the different typhoon
knowing layers of the earth? 1. What are the places located
categories and their relationship
in the identified points?
to their speed and extent of
2. If a typhoon is located at
damage?
15°N, 138°E, is it within the
When do you consider that a typhoon
PAR?
will enter or affect the Philippines?
How about if the typhoon is at
19°N, 117°E, is it inside the PAR?
C. Abstraction/Valuing The structure of Earth's deep interior A typhoon, as commonly called The term typhoon is used only in the The Philippine Area of
cannot be studied directly. But usually occur in the western Pacific northwestern part of the Pacific Ocean. Responsibility (PAR) is an imaginary
geologists use seismic (earthquake) oceans. It is characterized by a rapidly Categories are determine in terms of line encircling the
waves to determine the depths of rotating storm system characterized wind speed, thus a tropical depression Philippines with coordinates of
layers of molten and semi-molten by a low-pressure center, strong
have a wind speed of 64 kph; tropical 25°N 120°E, 25°N 135°E, 5°N
material within Earth. Because winds, and a spiral arrangement of
storm-118kph; typhoon-200kph; and 135°E, 5°N 115°E, 15°N 115°E, 21°N
different types of earthquake waves thunderstorms that produce heavy
behave differently when they rain. super typhoon at 200 kph and more 120°E and back to the
encounter material in different states beginning. Within this imaginary
(for example, molten, semi-molten, line, atmospheric changes can
solid), affect the Philippines.
Compare the layers of the earth to Suggest ways on how we Read the news article taken from the Why do you think Philippines
D. Application
a hard-boiled egg cut into half. can prepare before the internet and give your reactions. experience an average of 20 to 25
Examine also an avocado cut into typhoon comes so that typhoons a year? Explain your
half, can you notice the similarities? damage to properties and answer.
loss of lives could be at
minimal.

IV. Evaluation Short formative assessment Short formative assessment Short formative assessment Directions: Provided with the map
of the Philippines containing grid
lines, trace the path of the
 typhoon as it starts from the
following coordinates heading
Northwest direction.
Typhoon A 10 ° N
134 ° E
Typhoon B 20 ° N
138° E
V. Assignment List 5 names of typhoons you want to Cut news clippings about recent Why is it important to consider the What is a tropical cyclone?
use by PAGASA and give your reasons typhoons that affect your Philippine Area of Responsibility or How is it related to typhoon?
why. community PAR in forecasting weather?

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.

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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by: Reviewed & Checked by:

MRS.SHIELO MARIE C. CABAÑERO MARIA FE S. MACUL

Science Teacher School Principal