Grades 1 – 12 School
DAILY LESSON Teacher
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ELICIT)
B. Establishing a purpose for the
lesson (ENGAGE)
C. Presenting examples/instances of
the new lesson (ENGAGE)
D. Discussing new concepts and
practicing new skills 1(EXPLORE)
E. Discussing new concepts &
practicing new skills 2(EXPLORE)
Grade Level GRADE 8
Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate an understanding of the formation of typhoons and their movement within the PAR.
The learners shall be able to:
a. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given
by government agencies in charge
b. participate in activities that lessen the risks brought about by typhoons
The learners should be able to:
a. explain how typhoons develop;
b. infer why the Philippines is prone to typhoons;
c. explain how landmasses and bodies of water affect typhoons;
d. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data.
1. Perform an activity on how typhoons 1. Explain what a typhoon is, how 1. Describe the movement of tropical 1. Construct a typhoon exhibit;
form; and why it is formed, and how it cyclones 2. Collaborate and work
2. Work harmoniously in groups. dissipates; 2. Listen and respect one another’s harmoniously with group mates and
2. Describe the classifications of ideas and reasoning classmates to accomplish tasks
typhoons; assigned.
UNDERSTANDING TYPHOONS UNDERSTANDING TYPHOONS UNDERSTANDING TYPHOONS UNDERSTANDING TYPHOONS
LM 137 - 149 LM 137 - 149 LM 137 - 149 LM 137 - 149
www.youtube.com
Television, laptop, container, glitters, Television, laptop Television, laptop Television, laptop
dishwashing liquid, dye
*Have a quick round robin where each
student has to share what they have
learned about earthquakes and faults.
*Students will construct comments on
the pictures that will be shown to them
about the effects of typhoon.
*Let the learners perform an activity on
how typhoons form and develop.
.
F. Developing mastery *Presentation of output
(Leads to Formative Assessment) *Discuss the concept of typhoon and
(EXPLAIN) classifications through PPT
*Let the learners watch a video clip
about typhoon.
G. Finding practical application of *Let the learners share ideas about
concepts and skills in daily living the video clip.
(ELABORATE) *Describe also the movement of
tropical cyclones and the conditions
do tropical cyclones form
H. Making generalizations and
abstractions about the lesson
(ELABORATE)
I. Evaluating learning Learners will make their own graphic
(EVALUATE) organizer about the cause and effects
of typhoon.
J. Additional activities for application *Let the students construct a
or remediation “typhoon exhibit” where they will
(EXTEND) display their output and answers
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80 %
on this formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
worked?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: RYAN R. TOBIAS

Writer

Grades 1 – 12 School Grade Level GRADE 8

 DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ELICIT)
B. Establishing a purpose for the
lesson (ENGAGE)
C. Presenting examples/instances of
the new lesson (ENGAGE)
D. Discussing new concepts and
practicing new skills 1(EXPLORE)
E. Discussing new concepts &
practicing new skills 2(EXPLORE)
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate an understanding of the formation of typhoons and their movement within the PAR.
The learners shall be able to:
a. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given
by government agencies in charge
b. participate in activities that lessen the risks brought about by typhoons
The learners should be able to:
a. explain how typhoons develop;
b. infer why the Philippines is prone to typhoons;
c. explain how landmasses and bodies of water affect typhoons;
d. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data.
1. Perform an activity about plotting 1. Enumerate and explain why and 1. Discuss and enumerate the 1. Appreciate the importance of
the Philippine Area of Responsibility; where typhoons occur in the different public storm warning signals bayanihan spirit of the Filipinos
2. Work harmoniously in groups. Philippines; 2. Appreciate the importance of during typhoons.
2. Describe the conditions of a knowing the public storm warning
typhoon based on the Philippine signals;
public storm warning signal;
TYPHOONS IN THE PHILIPPINES TYPHOONS IN THE PHILIPPINES TYPHOONS IN THE PHILIPPINES TYPHOONS IN THE PHILIPPINES
LM 137 - 149 LM 137 - 149 LM 137 - 149 LM 137 - 149
Television, laptop Television, laptop Television, laptop Television, laptop
*Let the learners do “Pair & Share”.
*Learners will perform picture analysis.
Let the learners perform an activity
entitled, “Plotting the PAR” on page
140 – 142 (LM)
.
F. Developing mastery *Let the students present their output.
(Leads to Formative Assessment) *Ask: Why is the Philippines prone to
(EXPLAIN) typhoons?
*Describe also the conditions of a
typhoon based on the Philippine
public storm warning signal.
G. Finding practical application of *Let the learners share their
concepts and skills in daily living experiences with typhoons here in
(ELABORATE) the Philippines.
*Let the learners enumerate the
different precautionary measures
before, during and after a typhoon
H. Making generalizations and
abstractions about the lesson
(ELABORATE)
I. Evaluating learning(EVALUATE) Formative Assessment
J. Additional activities for application *Make an essay about the bayanihan
or remediation spirit of the Filipinos during typhoons.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80 %
on this formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
worked?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?