GRADE 1 to 12 School PUTI-AN NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON Teacher SALVACION F. DURAN Learning Area SCIENCE

Teaching Dates and Time November 7-11, 2022 Quarter 2ND GRADING
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 1. Describe what fault is
and how these fault is
related to earthquakes.
2. Determine the extent of
damage of an earthquake
can do in a particular
location.
1. Describe the 1. Explain the effect of 1. Describe what a fault is ICL
appearance of a fault bending of rocks along and how these faults
and faults and related to earthquakes.
2. Explain how a fault 2. Relate fault movement 2. Explain how faults
forms and earthquake generate earthquakes;
and
3. Explain why not all
movement along faults
produces earthquake.

A. Content Standard Demonstrate an understanding of the relationship between faults and

earthquakes
B. Performance Standard Participate in decision making on where to build structures based on knowledge of the location of active faults in the
community
C. Learning Explain how movements Explain how moves Using models or Explain how movements
Competency/Objectives along faults generate along faults generates illustrations, explain how along faults generate
Write the LC code for each. earthquakes earthquakes. movements along faults earthquakes.
S8ES-IIa-14 generate earthquake. S8ES-IIa-14
S8ES-IIa-14 S8ES-IIa- 14

II. CONTENT Module 1: EARTHQUAKES Module 1 : EARTHQUAKES Module 1: EARTHQUAKES

AND FAULTS AND FAULTS AND FAULTS
Lesson 2: What is a Fault? Lesson 3: how do faults produce Lesson 4 : How do faults produce
quakes? quakes

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages LG pp. 115-122 TG pp. 47 TG pp.47 LG pp. 115-122
2. Learner’s Materials pages Learners Module, LM pp. 116-118 LM pp. 122-124 LM pp. 120-122
DLPand PC
3. Textbook pages
4. Additional Materials http:// Google.com.ph
from Learning Resource www.history.com/ (Fault how it
(LR)portal this-day-in-history/ forms)
earthquake-wreaks-

B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
havoc-in-the
Philippines
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 learning 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.
. .
What is Ring of Fire? Why do earthquakes Why not all movement Recall the
occur? along faults produce
appearance of a
How does it affect us? What is the relationship earthquake fault
between earthquakes
and faults?
B. Establishing a purpose for the Have you heard a
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
Earthquakes are
strong earthquake associated with Using the given Demonstrate activity in
that hit Luzon? faults. When a materials and following LM pp. 120-122
fault suddenly the procedures you
should be able to
moves, an
simulate how rocks
earthquake bend along a fault.
occurs. Do you Demonstrate activity in
know what a fault LM pp. 122-124 on
is? Stick ‘n’ shake
Let’s do this
activity to find out:
Demonstrate
activity in LM pp
116-118 on A
fault-y-setup.
Article Reading What do you think is this . Are you familiar with Pilita Corales .Ask the class about Michael
picture? (Asia’s queen of song)? How does Jackson’s famous moonwalk.
she sing? Can you do the same The teacher can demonstrate it
thing she does? Let us now go or let a student do the
further with our lesson and discover
moonwalk in front of the class.
how Pilita’s style of singing relates
to our lesson.
Ask the possible relationship of
the movement of the shoes
and the floor.
Video presentation Let’s find out if The activity you just Answer the questions in
about the 2013 your answer is performed simulates how LM pp. 122. (Explain
Earthquake in Bohol correct as we go rocks bend along a fault. each answer as what
and Cebu. along with our Think of a ruler as if they have been seen in the
were put of the ground,
lesson. how can you figured it?
activity)
1. Where is the the 1. What happened to 1. What happens when 1. What happened to
epicenter of the the pile of sand the bending becomes too the boxes as the rubber
earthquake? when you moved much? 2. What is the band is being pulled?
2. How many the sheets slowly effect of bending of rocks 2. Whaat happens to
along fault?
individuals are into opposite the house in relation to

G. Finding practical application
of concepts and skills in daily
living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
2. Where in the
Philippines this
affected by the
earthquakes?
3. Discuss how
devastating a 7.7
intensity earthquake
is.
Role Playing
Directions: Make 2-3
minutes role playing
aact showing what
people do when
earthquake strikes.
A Earthquake is a sudden
movement of the earth’s
crust caused by the
release of stress
accumulated along
geologic faults or by
volcanic activity which can
result to destruction of
properties and loss of
many lives.
Quiz
Directions: Read each
item carefully. Choose
the letter of the correct
answer.
1. When was the 7.7
Earthquake took
place in the
Philippines?
a. 1990 b. 1991
c. 1890 d. 1891
direction? the position of the fault?
2. As you move the
sheets, what formed
in the sand?
Picture analysis: Earthquake can happen Applying your learning
anytime, anywhere. on the lesson
They’ve all occurred presented, explain why
where there has been
not all movement along
Analyze and explain the frequent activity in the faults produced
picture applying your past and where there will
idea of faulting. be frequent activity in the earthquakes.
future.
John Minsch
A fault is a fracture or Earthquakes occur on The ground in the area of
zone of fractures between faults. A fault is a thin fault tends to remain not
two blocks of rock. Faults zone of crushed rock moving because of
allow the blocks to move separating blocks of the frictional force between
relative to each other. This earth’s crust. When an the two opposing plates
movement may occur earthquake occurs on one (boxes). As stronger
rapidly, in the form of an of these faults, the rock on forces (rubber brand)
earthquake-or may occur one side of the fault slips shakes up the fault, the
slowly, in form of creep. with respect to the other. friction (Tape) can no
Faults may range in length longer hold up the plates
from a few millimeters to (box) thus resulting to a
thousands of kilometers. slip in the plates creating a
Most fault produce jerk called earthquake.
repeated displacements
ove geologic time.
Quiz Quiz Quiz Quiz
Complete the In 5 sentences, Directions: Pair the
paragraph by filling up differentiate fault given term according to
the blanks with the movement from your observation. Write
correct words. earthquake. your answer on the
number below.
A _______ is a
fracture or zone of 1. Two box _____
fractures between two 2. Tape ________
blocks of ____. Faults 3. As you pull the
allow the blocks to rubber bond
move relative to each 4. A crack on the
other. This _____may group
 earthquake have badly occur rapidly, in the 5. A sudden jolt
hit? form of a _________-or
a. Luzon b. Mindanao may occur A. Earthquake
c. Mindoro d. Baguio Slowly, in the form of B. Shaking
3.Which of the ff. are creep. C. Fault
safer during an Fault may range in D. Frictional force
earthquake? length from a few E. Opposing plates
a. inside the house millimeters to thousands
b. outside in an open of kilometers. Most
area faults produce repeated
c. inside the car ________ over geologic
d. under a tree time,
4. Which agency of the (!. Fault 2. Rock 3.
government in the Phils. Movement 4.
Is monitoring the Earthquake 5.
movement of the earth Displacement)
crust?
a. PHIVOLCS B. DOST
c. PAGASA d. DENR
5. It is a sudden
movement of the earth’s
crust caused by the
release of stress
accumulated along
geologic faults or by
volcanic activity.
a. typhoon b. flood
c. tsunami d.
earthquake
J. Additional activities for Cut or copy 1 newspaper Bring to class the following Bring the following materials
application or remediation clippings about Earthquakes materials: Scissors, paste and next meeting:
that happens in fault model Two plastic ruler
CALABARZON Area. You A bar of clay
can also get your news item
from the internet.
V. REMARKS

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?

Prepared by: Checked by:

SALVACION F. DURAN GELYN B. FACTO

Teacher II Principal II
 GRADE 1 to 12 School PUTI-AN NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON Teacher SALVACION F. DURAN Learning Area SCIENCE
Teaching Dates and Time November 14-18, 2022 Quarter 2ND GRADING
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 1 Differentiate the
epicenter and focus of an
earthquake.
Describe an earthquake
in terms of its intensity
and magnitude
Identify the different 1.Explain how tsunami ICL
active faults in the are generated.
Philippines using the 2. Infer why tsunamis do
PHIVOLCS map not always occur even
when there is an
earthquake.

A. Content Standard Demonstrate an understanding of the relationship between faults and

earthquakes
B. Performance Standard Differentiate the 2.1 epicenter of an earthquake from its focus
C. Learning Differentiate the Differentiaate the Differentiate the active and Demonstrate how
Competency/Objectives epicenter of an intensity of an in active faults underwater earthquakes
Write the LC code for each. earthquake to its focus earthquake from its ( S8ES-IIa-15) generate tsunami.
(S8ES-IIa-15) magnitude ( S8ES-IIa-16)
(S8ES-IIa-15)

II. CONTENT Module 1: EARTHQUAKES Module 1 : EARTHQUAKES Module 1: EARTHQUAKES

AND FAULTS AND FAULTS AND FAULTS
Lesson 6: How strong is the Lesson 7: DO YOU LIVE NEAR Lesson 8 : TSUNAMI
earthquake? THE ACTIVE FAULT?

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages LG pp. 12-13 TG pp. 47 TG pp.47 TG pp 47
2. Learner’s Materials pages LM page 125-127 LM pp. 127-130 LM pp. 131-132 LM pp. 133 - 135
3. Textbook pages
4. Additional Materials http:// PHIVOLCS Youtube.com
from Learning Resource www.history.com/ Earthquake
(LR)portal this-day-in-history/ Intensity Scale
earthquake-wreaks- (PEIS)
havoc-in-the Youtube.com

B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
philippines
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 learning 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.
. .
How are you going to Recall the differences Recall the PHIVOLCS Recall the Map of
relate fault moments from between focus and Earthquake Intensity Scale
Distribution of
earthquake. epicenter (PEIS)
Active Faults and
trenches in the
Philippines.
B. Establishing a purpose for the Do the activity Video Presentation: Read the topic DO YOU Do activity on Tsunami
lesson entitled: Where 2013 LIVE NEAR AN ACTIVE in LM pp 133-134
Does an Earthquake EARHTQUAKE FAULT ON lm PAGE
Start? See page VIDEO BOHOL 131.
125-127 of the CEBU 7.2
Learner’s Material magnitude
compilation footage
Philippines
(youtube.com)
C. Presenting Making a Fault Model How strong is the .Analyze and give your comment .Video presentation: JAPAN
examples/Instances of the following the procedures earthquake? See Active fault offsets the TSUNAMI 2011 (You
new lesson given on LM pp 125-126 PHIVOLCS Earthquake entire sedimentary tube.com)
Intensity Scale (PEIS) thickness.
on LM pp. 128-129 Inactive (dead fault) .It is confined
within the lower sediments, does not
cut or deform the younger strata so
its activity terminated several
hundred thousand s years ago. It
possess no real threatment today. .

D. Discussing new concepts and Use your model to On pages 128 to Let the learners study the Based on the activity
practicing new skills # 1 show different types 129 of the map and find out where made, answer questions
of movement along learner’s module they live. on LM pp 134-135
a fault. How would can be read the
the surrounding be PEIS , let the
affected? learners
thoroughly
understand the
text and then
proceed to
discussion.
E. Discussing new concepts and Answer questions Is there an active fault How are earthquake
practicing new skills # 2 on page 130 of the passing by your related to tsunami?
LM (let the PEIS town?,province or region?
be the basis of you If so, are you and your
family prepared for the
answer) occurrence of an

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application “I am the earthquake of Based on you answer to It is important to know the
of concepts and skills in daily love. How you feel is my questions 1 and 2,
living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
earthquake?
1. On which location 1. when the earthquake Study the map and find out 1. What was formed in
on the ground occurs, where would where you live. Is there an water by the sudden
does the initial shaking be greater? active fault passing by your push of the plastic
movement Near the epicenter or town, province, or region? If panel?
so, are you and your family
originates during away from prepared for the occurrence
2. 2. How was the
the Earthquake ? epicenter? of an earthquake? water level by the
2. How does this 2. Where would rock affected by the
movement damage be more? wave?
(Shaking) spread Near the epicenter of 3. What does the water
into the surface? away from represent? What
epicenter? about the rock? The
plastic panel?
Since fault, earthquake
location of the active fault. and tsunamis are
fault.” where would the As much as possible, no interrelated, when you
-Jarod Kintz, Love intensity higher? Near important structures are near the sea and you
quotes for the ages, the epicenter or away should be built near or on
them. PHIVOLCS has a feel a strong earthquake,
Specifically ages 18-81.. from epicenter?
map that shows the active treat that as a warning
faults in the Philippines. signal. Run to the highest
place you can find, or if
you have a vehicle,
evacuate inland.
The epicenter is the point The intensity of the There is really no way to A tsunami is a series of
on the Earth’s surface that earthquake is determined concretely define a fault as ocean waves generated by
is directly above the focus by observing the effects of active or inactive (especially sudden displacements in
while the focus is the point the earthquake in different because inactive faults can the sea floor, landslides, or
(below the surface) where places on the other hand. suddenly become active volcanic activity. In the deep
an earthquake originates. However, its strength can again), but more or less ocean, the tsunami wave
be described as magnitude. safe to say that if a fault may only be a few inches
hasn’t shown tectonic high. The tsunami wave
activity for about 5,600 may come gently ashore or
years, it’s probably inactive. may increase in height to
become a fast moving wall
of turbulent water several
meters high.
Quiz Quiz Quiz Quiz Quiz
Write the corresponding Based on the map Choose the correct
Intensity Scale for each presented, give at least word(s) from the box
description. five description of a associated with the given
1. Very Strong fault. statement below.

Ans. 1. Epicenter 2. Fault
3. Focus 4. Seismic
waves 5. Opposing
plates
J. Additional activities for Make a slogan about
application or remediation earthquake that make use of
the words focus and epicenter faults and trenches in the
V. REMARKS
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.
2. Weak
3. Scarely Perceptible
4. Very destructive
5. Slightly felt
Answer: 1. The shore of a sea
1. VI or ocean (coast)
2. III 2. Any state or process
3. I known through the
4. VIII senses
5. II (phenomenon)
3. An unusual( and
often destructive)
rise of water along
the seashore
caused by a storm
or a combination of
wind and high tide
(Tidal Wave)
4. On reaching the
coast, it slows down
and its _____
decreases(waveleng
th)
5. The term
_____(harbor wave)
comes from Japan,
where the
phenomenon
frequently occurs
(tsunami)
Make a research of the Make a Research on the How can the interior of the
Distribution map of active occurrence of different earth be determined?
earthquakes in the countries
Philippines. and other countries in the
world.
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:

SALVACION F. DURAN GELYN B. FACTO

Teacher III Principal I
 GRADE 1 to 12 School PUTI-AN NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON Teacher SALVACION F. DURAN Learning Area SCIENCE
Teaching Dates and Time November 21-26, 2022 Quarter 2ND GRADING
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 1 Differentiate the
epicenter and focus of an
earthquake.
Describe an earthquake
in terms of its intensity
and magnitude
Identify the different 1.Explain how tsunami ICL
active faults in the are generated.
Philippines using the 2. Infer why tsunamis do
PHIVOLCS map not always occur even
when there is an
earthquake.

A. Content Standard Demonstrate an understanding of the relationship between faults and

earthquakes
B. Performance Standard Differentiate the 2.1 epicenter of an earthquake from its focus
C. Learning Differentiate the Differentiaate the Differentiate the active and Demonstrate how
Competency/Objectives epicenter of an intensity of an in active faults underwater earthquakes
Write the LC code for each. earthquake to its focus earthquake from its S8ES-IIa-15 generate tsunami.
S8ES-IIa-15 magnitude S8ES-IIa-16
S8ES-IIa-15

II. CONTENT Module 1: EARTHQUAKES Module 1 : EARTHQUAKES Module 1: EARTHQUAKES

AND FAULTS AND FAULTS AND FAULTS
Lesson 6: How strong is the Lesson 7: DO YOU LIVE NEAR Lesson 8 : TSUNAMI
earthquake? THE ACTIVE FAULT?

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages LG pp. 12-13 TG pp. 47 TG pp.47 TG pp 47
2. Learner’s Materials pages LM page 125-127 LM pp. 127-130 LM pp. 131-132 LM pp. 133 - 135
3. Textbook pages
4. Additional Materials http:// PHIVOLCS Youtube.com
from Learning Resource www.history.com/ Earthquake
(LR)portal this-day-in-history/ Intensity Scale
earthquake-wreaks- (PEIS)
 havoc-in-the Youtube.com
philippines
B. Other Learning Resource
IV. PROCEDURES 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 learning 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. Reviewing previous lesson or . .
presenting the new lesson How are you going to Recall the differences Recall the PHIVOLCS Recall the Map of
relate fault moments from between focus and Earthquake Intensity Scale
Distribution of
earthquake. epicenter (PEIS)
Active Faults and
trenches in the
Philippines.
B. Establishing a purpose for the Do the activity Video Presentation: Read the topic DO YOU Do activity on Tsunami
lesson entitled: Where 2013 LIVE NEAR AN ACTIVE in LM pp 133-134
Does an Earthquake EARHTQUAKE FAULT ON lm PAGE
Start? See page VIDEO BOHOL 131.
125-127 of the CEBU 7.2
Learner’s Material magnitude
compilation footage
Philippines
(youtube.com)
C. Presenting Making a Fault Model How strong is the .Analyze and give your comment .Video presentation: JAPAN
examples/Instances of the following the procedures earthquake? See Active fault offsets the TSUNAMI 2011 (You
new lesson given on LM pp 125-126 PHIVOLCS Earthquake entire sedimentary tube.com)
Intensity Scale (PEIS) thickness.
on LM pp. 128-129 Inactive (dead fault) .It is confined
within the lower sediments, does not
cut or deform the younger strata so
its activity terminated several
hundred thousand s years ago. It
possess no real threatment today. .

D. Discussing new concepts and Use your model to On pages 128 to Let the learners study the Based on the activity
practicing new skills # 1 show different types 129 of the map and find out where made, answer questions
of movement along learner’s module they live. on LM pp 134-135
a fault. How would can be read the
the surrounding be PEIS , let the
affected? learners
thoroughly
understand the
text and then
proceed to
discussion.
E. Discussing new concepts and Answer questions Is there an active fault How are earthquake
practicing new skills # 2 on page 130 of the passing by your related to tsunami?
LM (let the PEIS town?,province or region?
be the basis of you If so, are you and your
family prepared for the
answer) occurrence of an

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
earthquake?
3. On which location 3. when the earthquake Study the map and find out
4. What was formed in
on the ground occurs, where would where you live. Is there an
water by the sudden
does the initial shaking be greater? active fault passing by your
push of the plastic
movement Near the epicenter or town, province, or region? If
panel?
so, are you and your family
originates during away from 5. 2. How was the
prepared for the occurrence
the Earthquake ? epicenter? of an earthquake? water level by the
4. How does this 4. Where would rock affected by the
movement damage be more? wave?
(Shaking) spread Near the epicenter of 6. What does the water
into the surface? away from represent? What
epicenter? about the rock? The
plastic panel?
“I am the earthquake of Based on you answer to It is important to know the Since fault, earthquake
love. How you feel is my questions 1 and 2, location of the active fault. and tsunamis are
fault.” where would the As much as possible, no interrelated, when you
-Jarod Kintz, Love intensity higher? Near important structures are near the sea and you
quotes for the ages, the epicenter or away should be built near or on
them. PHIVOLCS has a feel a strong earthquake,
Specifically ages 18-81.. from epicenter?
map that shows the active treat that as a warning
faults in the Philippines. signal. Run to the highest
place you can find, or if
you have a vehicle,
evacuate inland.
The epicenter is the point The intensity of the There is really no way to A tsunami is a series of
on the Earth’s surface that earthquake is determined concretely define a fault as ocean waves generated by
is directly above the focus by observing the effects of active or inactive (especially sudden displacements in
while the focus is the point the earthquake in different because inactive faults can the sea floor, landslides, or
(below the surface) where places on the other hand. suddenly become active volcanic activity. In the deep
an earthquake originates. However, its strength can again), but more or less ocean, the tsunami wave
be described as magnitude. safe to say that if a fault may only be a few inches
hasn’t shown tectonic high. The tsunami wave
activity for about 5,600 may come gently ashore or
years, it’s probably inactive. may increase in height to
become a fast moving wall
of turbulent water several
meters high.
Quiz Quiz Quiz Quiz Quiz
Write the corresponding Based on the map Choose the correct
Intensity Scale for each presented, give at least word(s) from the box
description. five description of a associated with the given
6. Very Strong fault. statement below.

Ans. 1. Epicenter 2. Fault
3. Focus 4. Seismic
waves 5. Opposing
plates
J. Additional activities for Make a slogan about
application or remediation earthquake that make use of
the words focus and epicenter faults and trenches in the
V. REMARKS
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.
7. Weak
8. Scarely Perceptible
9. Very destructive
10. Slightly felt
Answer: 6. The shore of a sea
6. VI or ocean (coast)
7. III 7. Any state or process
8. I known through the
9. VIII senses
10. II (phenomenon)
8. An unusual( and
often destructive)
rise of water along
the seashore
caused by a storm
or a combination of
wind and high tide
(Tidal Wave)
9. On reaching the
coast, it slows down
and its _____
decreases(waveleng
th)
10. The term
_____(harbor wave)
comes from Japan,
where the
phenomenon
frequently occurs
(tsunami)
Make a research of the Make a Research on the How can the interior of the
Distribution map of active occurrence of different earth be determined?
earthquakes in the countries
Philippines. and other countries in the
world.
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?

Prepared by: Checked by:

SALVACION F. DURAN GELYN B. FACTO

Teacher III Principal I
 GRADE 1 to 12 School PUTI-AN NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON Teacher SALVACION F. DURAN Learning Area SCIENCE
Teaching Dates and Time November 28,29,- Dec 1-2, 2022 Quarter 2ND GRADING
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 1. Determine different Demonstrate how 1. review how 1. Infer why the
layers of the earth. typhoons are formed in BONIFACIO DAY tropical storm develop. Philippines is
2. Differentiate their the ocean 2. Trace the path of always in the
characteristics between (November 30, 2022) a typhoon from the ocean path of a
the others. where it originates as it typoon
passes to the Philippines 2. Trace the path
of a typhoon
from the ocean
where it
originates as it
passes to the
Philippines.

A. Content Standard Demonstrate an understanding of the relationship Demonstrate and Demonstrate an

B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
between faults and earthquakes understanding of the understanding of the
formation of typhoons formation of typhoons
and their movement and their movement
within the PAR within the PAR
Demonstrate precautionary measures before, Demonstrate precautionary measures before, during and after a typhoon
during, and after a typhoon including following including following advisories, storm signals and calls for evacuation given
advisories, storm signals and calls for evacuation by government agencies in charge.
given by government agencies in charge.
Explain how earthquake Explain how typhoons Explain how typhoons Infer why the
waves provide develop develop Philippines is prone to
information about the S8ES-IId-18 typhoon
interior of the earth. S8ES-IId-18 S8ES-IId-19
S8ES-IIa-17

II. CONTENT Module I: EARTHQUAKES Module 2: UNDERSTANDING Module 2: UNDERSTANDING Module 2:

ANAD FAULTS TYPHOONS TYPHOONS UNDERSTANDING
Lesson 9: What’s Inside the Earth Lesson 10: UNDERSTANDING Lesson 11: WHAT IS A TYPHOONS
TYPHOONS (Introduction) TYPHOON Lesson 12: Philippine Area
of Resposibility

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages LG pp. 20-21 LG Pages 22-23 LG 24-26 LG pp 27-28
2. Learner’s Materials pages LM page 135-136 LM pp. 137-139 LM pp. 138-142 LM pp. 139-142
3. Textbook pages
4. Additional Materials http://video.mit.edu/ http:// Youtube.com
from Learning Resource watch/layers-of-the www.typhoon2000.p
(LR)portal earth-12670/ h/stormstats/
12worstPhilippines
Typhoons.html
B. Other Learning Resource
IV. PROCEDURES 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 learning 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. Reviewing previous lesson or .
presenting the new lesson Recall how are Recall that the behavior What conditions favor Recall the Tropical
earthquake related to of seismic waves the formation of Cyclone Categories
tsunami reveals what the earth typhoons?
look likes inside
B. Establishing a purpose for the Direcctions: Post the Picture Analysis When a weather
lesson picture of the layers disturbance enters
oof the Earth (LG 10 the Philippine Area
Pic 10) using a dlp, of Responsibility
examine the parts as (PAR), the weather
shown. Then discuss bureau begins to
the concept on pages monitor it. Do you
135-136 of the LM know where the
PAR is?
C. Presenting Let the students watch a Let the students watch . After analyzing the picture Elicit from Do Activity on pages
examples/Instances of the video online at video about typohoon the students their ideas about the 140-141 of LM
new lesson http://video.mit.edu/watc formation. See video following: Using the Map of
h/layers-of-the-earth fititle Weather bytes: the Philippines anad
1. The rotation of the
12670/ Formation of Typhoons vicinity, plot the
typhoon
If not available, watch 2. The direction it is given points on the
the video file LG 10 heading Map.
Video 10 The magnitude of its rain Latitude Longitude
clouds 5◦N 115◦E
15◦N 115◦E
21◦N 120◦E
25◦N 135◦E
5◦N 135◦E

D. Discussing new concepts and Picture Abnalysis Look for Table 1. Tropical The learners
practicing new skills # 1 Discussion/Understa Directions: Let the Cyclone Categories on LM connect the dotted
nding on the concept students view each page 139. (Study and point. The region

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery 1. How
(leads to Formative
Assessment 3)
2. Is using seismic data
G. Finding practical application
of concepts and skills in daily
living
H. Making
generalizations and
abstractions about the
lesson
on pages 135-136 picture and let analyze for further within is the PAR. It
students give their discussion is the job of
own interpretation PAGASA to monitor
about the pictures. all tropical cyclones
Post the students that enter the area.
response on the
blackboard.
do seismic 1. Why is the . 1. What are the 1. What are the
waves behave as it Philippines prone to different typhoon places located in
pass through typhon? categories and their the identified
different layers of the 2. What conditions relationship to their points?
speed and extent of
earth? favor the formation of damage?
2. If a typhoon is
typhoon? 2.When do you consider
located at 15◦N,
accurate in knowing that a typhoon will enter or
138◦E, is it within
layers of the eart? affect the Philippines
the PAR?
How about if the
typhoon is at 19◦N,
117◦E, is it inside
the PAR?
Compare the layers of Suggest ways on how we . Read the news article Why do think
the earth to a hard- can prepare before taken from the internet and Philippines
boiled egg cut into half. typohoon comes so that give your reactions. experience an
Examine also an damage to properties Source: average of 20 to 25
avocado cut into half, anad loss of lives could http://www.typhoon2000.ph/ typhoons a year?
can you notice the be at minimal. stormstats/12wortstPhilippin Explain your answer
similarities? esTyphoons.html
The structure of the A typhoon, as commonly . The term typhoon is used The PAR is an
Earth’s interior cannot be called usually occur in the only in the northwestern part imaginary line
studied directly. But western Pacific oceans. It is of the Pacific Ocean. encircling the
geologist use seismic characterized by a rapidly Categories are determine in Philippines with
(earthquake) waves to rotating storm system terms of wind speed, thus a coordinates of 25◦N,
determine the depths of characterized by a low- tropical depression have a 120◦E. 25◦N 135◦E,
layers of molten and semi- pressure center,strong wind speed of 64 kph; 5◦N 115◦E, 15◦N
molten material within winds, and a spiral tropical storm 118l 115◦E, 21◦N 120◦E
Earth. Because different arrangement of Kph; typhoon-200kph;and and back to the
types of earthquake wave thunderstorms that produce super typhoon at 200 kph beginning. Within this
behave differently when heavy rain. and more imaginary lin,
they encounter material in atmospheric changes
different states (for can affect the
Philippines.
 example: molten, semi-
molten , solid ), seismic
stations established
around Earth detect and
record the strengths of the
different typoes of waves
and the directions from
which they came.
Geologist use these
records to established the
structure of Earth’s interior.
I. Evaluating learning Directions: Answer the Directions: Answer the Directions: Supply the Directions: Provided
following questions. following questions. missing words in the with the map of the
1. Which part of the 1. From what bodies of following statements Philippinescontaining
earth Is said to be water do typhoons grid lines, trace the
solid? originates? 1. The word typhoon is path of the typhoon
a. Crust a. Ocean c. rivers only used in as it starts from the
b. mantle b. Lakes d. countries western following coordinates
c. Outer core stream side of ______ heading northwest
d. Inner core 2. The name of the 2. While in northern direction.
2. Which part of the typhoon that caused part of the Atlantic
earth is said to be great floods in Metro Ocean it is called Typhoon A 10◦ N
liquid? Manila that resulted _________. 134◦ E
a. Crust to many damaged 3. A Philippines name Typhoon B 20◦ 138◦
b. Mantle houses, and for the typhoon E
c. Outer Core properties. could only be used
d. Inner core a. Idang c. once the
3. What do you call Kuring typhoon__________
the layer of the b. Mando d. the country.
earth most visible Ondoy 4. The speed of a
to us? 3. Name the agency of super typhoon is
a. Crust the government that about _____
b. Mantle monitors typhoon in 5. A tropical storm wind
c. Outer Core the Philippines. speed is
d. Inner Core a. DOST c. around_____.
4. It is the thickest Phivolcs
layer of the earth. b. PAGASA d. Ans. 1. Pacific ocean 2.
a. Crust DENR Hurricane 3. Enters 4.
b. Mantle 4. It is rotating storm Greater than 200kph 5.
c. Outer Core system 118 kph
d. Inner Core characterized by a
5. These are waves low-pressure center,
of energies that strong winds and a

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
travels through spiral arrangement
the Erath’s layers. of thunderstorms
a. Ocean Waves that produce heavy
b. Radio Waves rain.
c. Seismic Waves a. Rain c. tropical
d. Light Waves cyclone
b. Snow d. sand storm
5. What is the name of
the big body of water
that is where almost
all typhoon that pass
in our country?
a. Indian Ocean
b. West Philippine
Sea
c. Atlantic Ocean
d. Pacific Ocean
List 5 names of typhoons What is tropical cyclone?
you want to use by How is it related to typhoon?
PAGASA and give your
reason why.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?

Prepared by: Checked by:

SALVACION F. DURAN GELYN B. FACTO

Teacher III Principal I
 GRADE 1 to 12 School PUTI-AN NATIONAL HIGH SCHOOL Grade Level 8
Teacher SALVACION F. DURAN Learning Area SCIENCE
DAILY LESSON Teaching Dates and Time December 5- 9, 2022 Quarter 2ND GRADING
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 1. Discover where the 1. Determine if your 1. review how 3. Infer why the ICL
tropical cyclone is form location is in the path of a tropical storm Philippines is
2. tell the direction of the tropical cyclone, given the develop. always in the path
movement of the tropical latitude and longitude 2. Trace the path of a of a typhoon
cyclone. position. typhoon from the 4. Trace the path of
2. Explain why PAGASA ocean where it a typhoon from
regularly monitors when a originates as it the ocean where
tropical cyclone with passes to the it originates as it
PAR. Philippines. passess to the
Philippines.

A. Content Standard Demonstrate an understanding of the formations Demonstrate an Demonstrate an

B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
of typhoons and their movements within the PAR understanding of the understanding of the
formation of typhoons formation of typhoons
and their movement and their movement
within the PAR within the PAR
Demonstrate precautionary measures before, Demonstrate precautionary measures before, during and after a typohoon
during, and after a typhoon including following including following advisories, storm signals and calls for evacuation
advisories, storm signals and calls for evacuation given by government agencies in charge.
given by government agencies in charge.
Explain how land Trace the path of
masses and bodies of typhoons that enter
water affect typhoons the Philippines Area of
S8ES-IId-20 Responsibility(PAR)
using the map anad
tracking data
S8ES-IId-21

II. CONTENT Module 2: UNDERSTANDING Module 2: UNDERSTANDING

TYPHOON TYPHOONS
Lesson 13: UNDER WHAT Lesson 14: TRACKING A
CONDITIONS DO TROPICAL TROPICAL CYCLONE
CYCLONES FORM?

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages LG pp. 47 TG pp.47
 2. Learner’s Materials pages LM page 142-144 LM pp 144-146
3. Textbook pages
4. Additional Materials Published on Apr. 7 Google.com.ph
from Learning Resource 2013: Youtube http://
(LR)portal weather.unisys.co
m/hurrican
B. Other Learning Resource
IV. PROCEDURES 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 learning 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. Reviewing previous lesson or Recall where the Where did the Tropical . .
presenting the new lesson Philippines area of Cyclone form? On
Responsibility (PAR) is Land or in Ocean?
B. Establishing a purpose for the Do activity on pages
lesson 141-142 in the LM.

C. Presenting What are the warning What does the picture .

examples/Instances of the signs of an approaching tells you?
new lesson tropical cyclone or
hurricane

D. Discussing new concepts and Show on your LM Track the location

practicing new skills # 1 pp. 142-143 are the of Sendong and plot
tracks (path) of four each latitude-
tropical cyclones that longitude pair on the
entered the PAR in map with the PAR.
the past years. The See LM pages 144-
tracks were plotted 145
by PAGASA. Study
and analyze the
maps.
E. Discussing new concepts and Answer the
practicing new skills # 2 questions on LM
page 146.
F. Developing mastery 1. Where did the 1. Where did Sendong
(leads to Formative tropical cyclones form?
Assessment 3) form? On land or 2. When did Sendong
in the ocean? enter the PAR?
2. In what direction 3. When did sending
did the tropical leave the PAR?
cyclone move? 4. In what direction did
3. Which part of the Sendong move?
 Philippines was
hit by the four
tropical cyclones?
G. Finding practical application Explain why the In case your place will be
of concepts and skills in daily Philippines is prone to visited by a strong
living typhoons. typhoon? What are you
going to do?
H. Making Video Presentation: How The picture shows Tropical
generalizations and cyclones form (Published storm “Sendong” on path to
abstractions about the on Apr. 7, 2013; Philippines.
lesson youtube.com) How does the typhoon
move as it passes the
country?
I. Evaluating learning Identify the at least 3
strongest tropical cyclone Storm latit longt
and 2 weak tropical Name ude itude
cyclone based on the 1 Tropical
given data. Depressi
on
TWENTY
SIX
2 Super
typhoon

J. Additional activities for Make a research on tropical

application or remediation storm Sendong.
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?

Prepared by: Checked by:

SALVACION F. DURAN GELYN B. FACTO

Teacher III Principal II