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 Tuesday Wednesday Friday

October 14, 2019 October 15 2019 October 16 2019 October 17,2019
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 and
I. OBJECTIVES 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.

The learners demonstrate an understanding of the relationship between faults and earthquakes, the formation of typhoons and their movement within the PAR
A. Content Standards
Demonstrate an understanding of the characteristics of comets, meteors, and asteroid
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
B. Performance Standards agencies in charge.
Discuss whether or not beliefs and practices about comets about meteors have scientific bases
C. Learning Competencies / Objectives Compare and contrast comets, meteors, and
Write the LC code for each
asteroids.
S8ES-IId-22
KNOWLEDGE
Develop the key concepts needed to
1. Compare the characteristics of these Near
assess public storm warning signal Earth Objects (NEO's), comets, meteors, and
with its equivalent hazards. asteroids.

SKILLS Suggest necessary precautions not to 2. Briefly describe their origin and its interaction
experience weather in the solar system.
disturbance.

ATTITUDE/VALUING Relate lesson to real life situations Relate lesson to real life situation

Module 2: UNDERSTANDING Module 3: COMETS, ASTEROIDS AND METEORS

II. CONTENT TYPHOONS Lesson 19: COMETS, ASTEROIDS AND METEORS
Lesson 13: UNDER WHAT CONDITIONS (Introduction)
DO TROPICAL CYCLONE FORMS?
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 TG pp.47 CG pp 47 - 49
2. Learner’s Materials pages LM pp. 149 – 151
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
III. PROCEDURES 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. Activity Explain what two weather factors tell “We need to train, prepare and equip
weathermen that a certain location is ourselves with all the knowledge, skills
at the eye of a tropical cyclone. and the right attitude to ready
ourselves for calamities and disasters”
When a tropical cyclone enters the
PAR and its way toward land, warning
signals are issued. Do you know what To have an Overview of the lesson SECOND QUARTERLY
the signals mean? please read the topic Comets, SECOND QUARTERLY EXAMINATION
Asteroids, and Meteors on LM p. 153. EXAMINATION
Video Presentation: Super Typhoon
MEGI (JUAN) Landfall near Aparri, 17
OCT 2010. Uploaded on Oct 17, 2010
WESTERNPACIFIC WEATHER.COM

B. Analysis/ Lesson Proper Picture Analysis

The learners will be asked to prepare Directions: Identify the pictures and describe
a 5 minute group presentation on each
how the strong typhoons (tropical
cyclone) approach a certain area.
(The teacher should prepare a
rubric.)

1. What circumstance that the public

storm warning signal was issued?
2. Do you know what the weather
signal means?

CHARACTERISTICS

Appears as a streak
in the sky
Frozen ball of dust
Is visible in our sky
Made up of rock
Orbits the Sun
 Orbits between
Jupiter and Mars
Often called
“Shooting Stars”
Usually burns up the
Earth’s atmosphere

1. Has Earth ever been hit by a comet or an

asteroid?
2. If yes, how have such impacts affected Earth?
3. How often does a comet or an asteroid hit
Earth?

C. Abstraction/Valuing 1. What circumstance that the public Write 5 superstitious beliefs that coincide with the
storm warning signal was issued? appearance of
2. Do you know what the weather meteorites and comets.
signal means?
Note: see LM pages 149 – 151 for easy
facilitation of your answer
You never know when you will need A near-Earth object (NEO) is any small
D. Application
the emergency kit. You must Solar System body whose orbit brings it
learn how to rely on yourself. In into proximity with Earth. They include
about thirteen thousand near-Earth
times of disaster, it may take a
asteroids (NEAs), more than one
while before help arrives. What hundred near-Earth comets (NECs), and
should be prepared during a number of solar-orbiting spacecraft
calamities? and meteoroids, large enough to be
tracked in space before striking the
Earth. It is now widely accepted that
collisions in the past have had a
significant role in shaping the geological
and biological history of the planet.
NEOs have become of increased
interest since the 1980s because of
increased awareness of the potential
danger some of the asteroids or comets
pose to Earth.

IV. Evaluation Short formative assessment Short formative assessment

V. Assignment Bring the following materials for tomorrow’s

Look for the meaning of the following
activity.
acronyms 1 rectangular container (aluminum tray or
1. DRRM 2. NDRRMC 3.
plastic)
MDRRMC 4. PDRRMC 5. 1 pebble (1-4 cm in diameter)
SDRRMC and advance study about
colored flour/colored starch
comets and asteroids
 pencil

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
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 Tuesday Wednesday Friday

October 14, 2019 October 15 2019 October 17 2019 October 18,2019
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 and
I. OBJECTIVES 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

The learners shall be able to demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for
B. Performance Standards
evacuation given by government agencies in charge.
C. Learning Competencies / Objectives Explain how land masses and Trace the path of typhoons that Trace the path of typhoons that
Write the LC code for each
bodies of water affect typhoons enter the Philippine Area of enter the Philippine Area of
S8ES-IId-20 Responsibility (PAR) using the Responsibility (PAR) using the
map and tracking data S8ES- map and tracking data.1 S8ES-
IId-21 IId-21
KNOWLEDGE Tell the direction of the movement Determine if your location is in Determine if your location is in Develop the key concepts
of the tropical cyclone the path of a tropical cyclone, the path of a tropical cyclone,
needed to assess public
given the latitude and longitude given the latitude and longitude
position position and storm warning signal with its
equivalent hazards.

SKILLS Discover where the tropical Explain why PAGASA regularly Explain why PAGASA regularly Suggest necessary
cyclone is form monitors when a tropical monitors when a tropical
precautions not to
cyclone within PAR. cyclone is within PAR.
experience weather
disturbance.

ATTITUDE/VALUING Relate lesson to real life situations Relate lesson to real life situation Relate lesson to real life situation Relate to real life situations

Module 2: UNDERSTANDING Module 2: UNDERSTANDING Module 2: UNDERSTANDING Module 2:

II. CONTENT
TYPHOONS TYPHOONS TYPHOONS UNDERSTANDING
Lesson 13: UNDER WHAT Lesson 14: TRACKING A Lesson 15: INSIDE THE TYPHOONS
CONDITIONS DO TROPICAL TROPICAL CYCLONE. TROPICAL CYCLONE Lesson 16: ARE YOU
CYCLONE FORMS? PREPARED?
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 TG pp.47 TG pp.47 TG pp.47 TG p.47
2. Learner’s Materials pages LM pp. 142 – 144 LM pp. 144 – 146 LM pp. 146 – 148 LM pp. 149 – 151
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 learning
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 where the Philippine Where did the Tropical Explain why PAGASA
Area of Responsibility (PAR) is Cyclone form? On regularly monitors when a Explain what two weather
Land or in the Ocean? Tropical Cyclone is within PAR factors tell weathermen that
Do activity on pages 141 – 142 in a certain location is at the
the L.M What do you think is inside the eye of a tropical cyclone.
tropical cyclone?
When a tropical cyclone
enters the PAR and its way
toward land, warning
signals are issued. Do you
know what the signals
mean?
What does the picture tells
you? Explain what the picture is all Video Presentation: Super
about? Typhoon MEGI (JUAN) Landfall
near Aparri, 17 OCT 2010.
Uploaded on Oct 17, 2010
WESTERNPACIFIC
WEATHER.COM

B. Analysis/ Lesson Proper Track the location of Sendong Picture Analysis The learners will be asked
What are the warning signs of an and plot each latitude – to prepare a 5 minute
approaching tropical cyclone or longitude pair on the map with Consider the given two group presentation on how
hurricane? the PAR. See LM pages 144 – illustrations. The top one shows the strong typhoons
145 a tropical cyclone as seen at an (tropical cyclone)
Shown on your LM pp. 142-143 angle. White rain bands move approach a certain area.
are the tracks (paths) of four Aanswer the questions on LM around the center or “eye”. The (The teacher should
tropical cyclones that entered the page 146. bottom illustration shows a prepare a rubric.)
PAR in the past years. The tracks cross-section of a tropical
were plotted by PAGASA. Study 1. Where did Sendong form? cyclone. It is like slicing it in half 1. What circumstance that
and analyze the maps 2. When did Sendong enter the and looking at it from the side. the public storm warning
PAR? Give your inference on how the signal was issued?
3. When did sending leave the typhoon generates its strong 2. Do you know what the
1. Where did the tropical cyclone PAR? winds. weather signal means?
s form? On land or in the ocean? 4. In what direction did Discuss the answers in the
2. In what direction did the Sendong move? exercise given (5 min)
tropical cyclone move?
 3. Which part of the Philippines
was hit by the four tropical
cyclones?
C. Abstraction/Valuing Identify the at least 3 strongest The picture shows Tropical One thing about tropical cyclone
tropical cyclone and 2 weak storm "Sendong" on path to that we should watch out for is 1. What circumstance that
tropical cyclone based on the Philippines. How does the the strong winds. the public storm warning
given data. typhoon move as it passes the The table below shows the signal was issued?
country? tropical cyclone categories that 2. Do you know what the
we should watch for or be weather signal means?
Note: see LM pages 149 –
Cyclone Maximum
151 for easy facilitation of
Wind
your answer.
Speed in
kilometers
per hour
(kph)
Tropical 64
Storm Name latitude longitude depression
Tropical 118
Tropical storm
Depression Typhoon 200
Key: TWENTY SIX Super Greater
1.) Super typhoon Halyan 2.) Super
typhoon than 200
Super typhoon Camille 3. Super typhoon- 4
NANMADOL aware of:
typhoon Joan 4.) Hurricane
Tropical
Gilbert 5.) Hurricane Andrew storm AERE
Tropical
storm
BANYAN
Tropical
storm
WASHI

Using the map of tropical storm

track above, determine the
latitude and longitude of the
given storm in the table

Explain why the Philippines is The lowest air pressure is at the You never know when you
D. Application
prone to typhoons. eye of the tropical cyclone. All will need the
tropical cyclones have low air emergency kit. You
pressure at the center.
must learn how to rely
on yourself. In times of
disaster, it may take a
while before help
arrives. What should
 be prepared during
calamities?

IV. Evaluation Short formative assessment Short formative assessment Short formative assessment Short formative assessment

V. Assignment Make a research on tropical storm Bring a weather data report Make a research of the different Look for the meaning of the
Sendong. (air pressure and wind public storm warning signals.
following acronyms
Reference: speed) taken from the
1. DRRM 2. NDRRMC
(http://weather.unisys.com/hurrica newspaper.
3. MDRRMC 4.
ne/w_pacific/2011H/index.php)
PDRRMC 5.
SDRRMC
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