Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Zamboanga Sibugay

BUDGET OF WORK
Grade 8 – Earth and Space
Quarter: Second

Content Standard: The learners demonstrate an understanding of the relationship between faults and earthquakes.
Performance Standard: The learners shall be able to:
1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community; and
2. make an emergency plan and prepare an emergency kit for use at home and in school.
Learning Competency:
1. Using models or illustrations, explain how movements along faults generate earthquakes; LC Code: S8ES-IIa-14
2. Differentiate the
1.1 epicenter of an earthquake from its focus;
1.2 intensity of an earthquake from its magnitude;
1.3 active and inactive faults; LC Code: S8ES-IIa-15
Content:
1. Earthquakes and Faults
1.1 Active and inactive faults 1.4 Earthquake focus and epicenter
1.2 How movements along faults generate earthquakes 1.5 Earthquake intensity and magnitude
1.3 How earthquakes generate tsunamis
Week 1
LC: Using models or illustrations, explain how movements along faults LC: Differentiate the
generate earthquakes; LC Code: S8ES-IIa-14 1.1 epicenter of an earthquake from its focus;
1.2 intensity of an earthquake from its magnitude;
1.3 active and inactive faults; LC Code: S8ES-IIa-15
Specific Objectives Day 1 Day 2 Day 3 Day 4
 Define faults  Simulate how faults generate  Describe focus and epicenter  Distinguish between
earthquakes using models using models earthquake intensity and
 Describe the appearance of a fault magnitude
 Explain how faults form  Explain the effect of bending  differentiate between focus and  Differentiate between active
of rocks along faults epicenter and inactive faults

BUDGET OF WORK
 Grade 8 – Earth and Space
Quarter: Second

Content Standard: The learners demonstrate an understanding of the relationship between faults and earthquakes.
Performance Standard: The learners shall be able to:
1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community; and
2. make an emergency plan and prepare an emergency kit for use at home and in school.
Learning Competency: demonstrate how underwater earthquakes generate tsunamis; LC Code: S8ES-IIb-16

Content:
1. Earthquakes and Faults
1.6 Earthquake preparedness
1.7 How earthquake waves provide information about the interior of the Earth
Week 2
LC: Demonstrate how underwater earthquakes generate tsunamis; LC Code: S8ES-IIb-16
Day 1 Day 2 Day 3 Day 4
Specific Objectives  (PS) Participate in decision making
 Explain how tsunamis are  Cite the characteristics of on where to build structures based
 Define tsunamis
generated a tsunami on knowledge of the location using
rubrics
 explain why tsunamis do
 Name some known occurrences of  Infer that tsunamis are not always occur even
earthquakes and tsunamis generated by earthquake when there is an
earthquake
 Infer that these tsunamis were
caused by earthquakes on the
seafloor using timeline
 BUDGET OF WORK
GRADE 8 - EARTH AND SPACE

Quarter: Second
Content Standard: The learners demonstrate an understanding of:
1. the relationship between faults and earthquakes.
Performance Standard: The learners shall be able to make an emergency plan and prepare an emergency kit for use at home and in school.
Learning Competency: The learners should be able to explain how earthquake waves provide information about the interior of the earth.
Code: S8ES-IIc17
Content: 1. Earthquakes and Faults
1.1 Active and inactive faults
1.2 How movements along faults generate earthquakes
1.3 How earthquakes generate tsunamis
1.4 Earthquake focus and epicenter
1.5 Earthquake intensity and magnitude
1.6 Earthquake preparedness
1.7 How earthquake waves provide information about the interior of the Earth
WEEK: 3
Learning Competency: The learners should be able to explain how earthquake waves provide information about the interior of the earth.
LC CODE: S8ES-IIc17
DAY 1 DAY 2 DAY 3 DAY 4
Specific
objectives  Define body waves.  Describe how P and S waves  Name down the  Explain how scientists
travel through earth’s interior different internal layers gathered information
of the earth. about the internal
structure and
composition of the
earth.
 Explain the importance of  Compare and contrast
 Identify the type of waves that can body waves in explaining the the different internal
travel through the earth’s interior. earth’s internal structure. layers of the earth using
illustration.
 Differentiate different types of body
waves (P-wave and S-wave).

BUDGET OF WORK
 GRADE 8 - EARTH AND SPACE

Quarter: Second
Content Standard: The learners demonstrate an understanding of:
1. The formation of typhoons and their movement within the PAR.
Performance Standard: Demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for
evacuation given by government agencies in charge.
Learning Competency: The learners should be able to explain how typhoons develop.
Code: S8ES-IId18
Content: 2. Understanding Typhoons
2.1 How typhoons develop
2.2 Why the Philippines is prone to typhoons
2.3 How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR)
WEEK: 4
Learning Competency: The learners should be able to explain how typhoons develop. LEARNING COMPETENCY:
LC CODE: S8ES-IId18 The learners should be able to
infer why the Philippines is prone
to typhoons.
LC CODE: S8ES-IId19
DAY 1 DAY 2 DAY 3 DAY 4
Specific
objectives  Define tropical cyclone.  Describe the process of  Explain that tropical  Locate the PAR using
tropical cyclone formation. cyclones require warm coordinates.
waters to be able to
develop.
 Differentiate typhoon from  Identify the bodies of water
tropical cyclone. surrounding the Philippines

BUDGET OF WORK
GRADE 8 - EARTH AND SPACE
Quarter: Second
Content Standard: The learners demonstrate an understanding of:
1. the formation of typhoons and their movement within the PAR.
Performance Standard: Demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for
evacuation given by government agencies in charge.
Learning Competency: The learners should be able to infer why the Philippines is prone to typhoons.
Code: S8ES-IId19
Content: 2. Understanding Typhoons
2.1 How typhoons develop
2.2 Why the Philippines is prone to typhoons
2.3 How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR)
WEEK: 4
LEARNING COMPETENCY: The learners should be able to infer why the Philippines is prone to typhoons.
LC CODE: S8ES-IId19
DAY 1 DAY 2 DAY 3 DAY 4
Specific  Identify the relationship between
objectives climate and the location of the PAR  Trace the path of the typhoon.  Describe the direction PERFORMANCE
within the map/globe. of the tropical cyclones STANDARD: Demonstrate
across the PAR precautionary measures
before, during, and after a
typhoon, including following
advisories, storm signals, and
calls for evacuation given by
government agencies in
charge.

 explain what happen when a  Infer why tropical

typhoon has entered the cyclones always
Philippine Area of formed in the Pacific
Responsibility. Ocean

BUDGET OF WORK
GRADE 8 SCIENCE (EARTH SCIENCE)
QUARTER: SECOND
CONTENT STANTARD: Learners demonstrate the formation of typhoons and their movement within the PAR
PERFORMANCE STANDARD: Learners are able to participate in activities that lessen the risk brought by typhoon
LEARNING COMPETENCY: Explain how landmasses and bodies of water affect typhoons
CODE: S8ES- IIe-20
CONTENT: Understanding Typhoons
2.1 How do typhoons developed
2.2 Why Philippines is prone to typhoons
2.3 How landforms and bodies of water affect typhoons within the PAR
WEEK 5
DAY 1 DAY 2 DAY 3 DAY 4
OBJECTIVES
 Locate the  Infer how landmasses  Describe what  Explain why
landmasses and and bodies of water conditions affects the Philippines is prone to
bodies of water in the affect the formation formation of tropical typhoon
Philippines of tropical cyclone cyclone
 Describe the  Explain how typhoons  Give bodies of water
landmasses and developed where most of
bodies of water in the typhoons formed
Philippines

BUDGET OF WORK
GRADE 8 SCIENCE (EARTH SCIENCE)
QUARTER: SECOND
CONTENT STANTARD: Learners demonstrate the formation of typhoons and their movement within the PAR
PERFORMANCE STANDARD: Learners are able to participate in activities that lessen the risk brought by typhoon
LEARNING COMPETENCY: Trace the path of typhoons that enter the PAR using a map and tracing data
CODE: S8ES- IIf-21
CONTENT: Understanding Typhoons
2.1 How typhoons developed
2.2 Why Philippines is prone to typhoons
2.3 How landforms and bodies of water affect typhoons within the PAR
WEEK: 6
DAY 1 DAY 2 DAY 3 DAY 4
OBJECTIVES
 Trace the path of a  Define air pressure and  Describe  Participate in activities
tropical cyclone using wind speed PSWS(Public that lessen the risk
the tracing data  Differentiate air Storm Warning brought by typhoon.
within the PAR pressure and wind Signal)
 Explain why PAGASA speed  Explain the effects
regularly monitor a  Describe what is inside of a tropical
tropical cyclone the tropical cyclone cyclone in terms of
wind speed and air
pressure
 BUDGET OF WORK
GRADE 8 SCIENCE (EARTH SCIENCE)
QUARTER: SECOND
CONTENT STANTARD: Learners demonstrate an understanding of: characteristics of comets, meteors, and asteroids
PERFORMANCE STANDARD: Discuss whether or not beliefs and practices about comets and meteors have scientific basis
LEARNING COMPETENCY: Compare and contrast comets, meteors, and asteroids
CODE: S8ES- IIg-22
CONTENT: Other members of the Solar System
3.1 Comets
3.2 Meteors
3.3 Asteroids
WEEK: 7
DAY 1 DAY 2 DAY 3 DAY 4
OBJECTIVES
 Describe comets, Discuss the characteristics  Compare and contrast comets,  Cite a beliefs and
asteroids and meteors of comets, asteroids and meteors and asteroids as to practices about
 Discuss the meteors and their parts origin and mineral components comets, asteroids, and
composition of  Explain how comets,  Explain what happens to these meteors.
comets, asteroids and asteroids and meteors can celestial bodies as they
meteors be classified. approach to near to the earth

BUDGET OF WORK
 GRADE 8 SCIENCE (EARTH SCIENCE)

GRADE LEVEL: 8
CONTENT STANDARD: Characteristics of Comets, Meteors, and Asteroids
PERFORMANCE STANDARD: Discuss whether or not beliefs and practices about Comets and Meteors have scientific basis
LEARNING COMPETENCECS: Predict the appearance of comets based on recorded data of previous appearances; and
LC CODE: S8ES-IIh-23
CONTENT: Other members of the solar system
3.1 Comets
3.2 Meteors
3.3 Asteroids
WEEK: 8

DAY - 1 DAY -2 DAY - 3 DAY - 4 DAY - 5

 Describe the parts of a  Describe the  Describe the  Discuss whether or
comet different types of appearance of the not beliefs and
comets comet as it comes practices about
 Identify the compositions  Explain the orbit of near to the sun comets have
of comets the comets  Predict the scientific basis.
. appearance of comets
base on recorded
data.

BUDGET OF WORK
GRADE 8 SCIENCE (EARTH SCIENCE)
QUARTER: SECOND
CONTENT STANDARD: Characteristics of Comets, Meteors, and Asteroids
PERFORMANCE STANDARD: Discuss whether or not beliefs and practices about Comets and Meteors have scientific basis
LEARNING COMPETENCECS: Explain the regular occurrence of meteor showers
LC CODE: S8ES-IIi-j-24
CONTENT: Other members of the solar system
3.1 Comets
3.2 Meteors
3.3 Asteroids
WEEK: 9

DAY - 1 DAY -2 DAY - 3 DAY- 4 DAY - 5

 Define meteor shower  Identify the causes
 Tracing the origin of of meteor showers
meteor shower  describe the
movements of
meteor shower
 State how the meteor  Discuss whether or not
showers was form beliefs and practices
 Discuss the regular about meteors have
occurrence of meteor scientific basis
showers