PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLANS

IN GRADE 8 SCIENCE

Quarter II

i
 DEVELOPMENT TEAM – SORSOGON DIVISION
Grade 8- Science (Quarter 2)
WRITERS:

1. Isagani O. Canon
2. Jamely C. Dacillo
3. Marjubel G. De Vera
4. Grace E. Eresmas
5. Mel John P. Guan
6. Roman B. Jebulan
7. Christy Blanca G. Loberia

QUALITY ASSURANCE TEAM/ CONTENT REVIEWERS/ VALIDATORS:

1. April R. Gersalia
2. Genevieve C. Garcia
3. Gloria G. Hate-Gealone
4. Jay N. Beltran
5. Lawrence Ann L. Mendina
6. Michelle H. Guadamor, EPS-I (Science)/ Team Head

DEMO TEACHERS:

1. Jamely C. Dacillo
2. Marjubel G. De Vera
3. Grace E. Eresmas
4. Mel John P. Guan
5. Roman B. Jebulan
6. Aidee E. Escañela
7. Lea S. Frayna
8. Jamely C. Dacillo
9. Yvette T. Macandog
10. Helena G. Glina
11. Analyn D. Lupera
12. Maria Niean B. Medenilla
13. Claudine M. Jazmin
14. Ann Bernadette S. Adrados
15. Cleomae G. Balderama

OBSERVERS/ VALIDATORS:

1. Francisco R. Alim Jr.

2. Cleomae G. Balderama
3. Melody P. Arevalo

ii
 TABLE OF CONTENTS
GRADE 8 – SCIENCE
Quarter II (Earth & Space)

LC 1. use models or illustrations, explain how movements

along the faults generate earthquakes

Lesson 1. How movements along faults generate 2

earthquakes

LC 2. differentiate the
2.1 epicenter of an earthquake from its focus;
2.2 intensity of an earthquake from its magnitude;
2.3 the active and inactive faults

Lesson 1. Epicenter of an earthquake

9
Intensity & Magnitude

Activity 1. Philippines deadliest earthquakes

Lesson 2. Active and Inactive faults 20

Attachment 1.Distribution of Active Faults and

Trenches in the Philippines Map

Activity 1 (Extend phase) Philippine deadliest

earthquakes

Activity 2 (Performance task) 72-hour survival kit

and materials

LC 3. demonstrate how underwater earthquakes generate

tsunamis

Lesson 1. Tsunami 33

Activity 1. Tsunami (for average learners)

Activity 2. Splash! (for advance learners)

Lesson 2. Tsunami: Awareness and Preparedness 43

LC 4. Explain how earthquake waves provide information

about the interior of the earth

Lesson 1. Seismic waves 52

Activity 1. Investigating Earthquake Waves

iii
 Lesson 2. Characteristics of P waves and S waves 62

Activity 1. Understanding P and S waves

Lesson 3. How earthquake waves provide information 69

about the interior of the Earth
Activity 1. human wave

Sample Assessment 82

LC 5. Explain how typhoons develop

Lesson 1. formation of a tropical cyclone 85

Attachment 1 (Explore phase) tropical cyclone

development illustration

LC 6. Infer why the Philippines is prone to typhoon

Lesson 1. Why the Philippines is prone to typhoon 93

Concept
Activity 1.Why the Philippines is prone to
typhoon? (For advance learners)
Activity 2. Why the Philippines is prone to
typhoon? (For Average learners)

LC 7. Explain how landmasses and bodies of water affect

typhoons.
Lesson 1. how landmasses affect typhoon 103

Activity 1. Missing Link (For advance learners)

Lesson 2. Effects of bodies of water on typhoons 119

Activity 1. Missing Link

LC 8. Trace the path of typhoons that enter the PAR using a

map and tracking data.

Lesson 1. Plotting the PAR 131

Activity 1 Plotting the PAR (For advance

learners)
Lesson 2. Tracking a tropical cyclone 151

Activity 1.1: Tracking a tropical cyclone –

Glenda (for advance learners)
Activity : Tracking a tropical cyclone – Gorio (for
advance learners)

iv
 Activity : Tracking a tropical cyclone – Milenyo
(for advance learners)
Activity : Tracking a tropical cyclone – Nina (for
advance learners)
Activity : Tracking a tropical cyclone – Reming
(for average learners)
Activity : Tracking a tropical cyclone – Rosing
(for average learners)
Activity : Tracking a tropical cyclone – Ruby (for
average learners)
Activity : Tracking a tropical cyclone – Yolanda
(for average learners)

LC 9. Compare and contrast Comets, Meteors and Asteroids;

Lesson 1. Characteristics of Comets, meteors, and 166

asteroids
Activity 1. DO you know me?

Activity 2. “fact or bluff” (Elaborate phase)

Lesson 2. Compare and contrast Comets, Meteors, and 194

Asteroids

Activity 1. “Me to Sure”

Activity 2. (Evaluation phase) Characteristics of

Comets, meteors, and asteroids

LC 10. predict the appearance of comets based on recorded

data of previous appearances

Lesson 1. Appearance of known Comets 207

Activity 1. When will I see you again?

Lesson 2. Pattern of appearance of Comets 214

Activity 2. Comet See

LC 11. Explain the regular occurrence of meteor showers

Lesson 1. Factors that contribute in the occurrence of 211

meteor showers
Lesson 2. How meteor shower occur 217

Lesson 3. Beliefs about meteors, asteroids, and comets 223

Sample Assessment 228

v
i
 UNPACKED LEARNING COMPETENCIES

SCIENCE 8
Quarter: _____2_______

Content Performance Learning

Content Code
Standard Standard Competency
Earthquakes The learners The learners The learners
and Faults demonstrate shall be able to: should be
How (S8ES -
understanding able to use
earthquake 1. participate in IIa-14)
of: models or
waves decision making
provide illustrations,
The relationship on where to explain how
information
between faults build structures movements
about the
interior of the and earthquakes based on along the
Earth knowledge of faults
the location of generate
active faults in earthquakes
the community

2. Make an
emergency plan
and prepare an
emergency kit
for use at home
and in school.

Learning The learners should be able to use models or illustrations,

Competency/ explain how movements along the faults generate
Code: earthquakes (S8ES - IIa-14).

Unpacked (Objectives) Time Frame

Learning
Competency: 1. Describe how fault is generated using a
model 1 meeting
2. Explain how movements along fault
generate earthquakes. 1 meeting

1
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter 2nd

2 Meetings
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standard relationship between faults and earthquakes.

B. Performance The learners should be able to:

Standard
1. participate in decision making on where to build
structures based on knowledge of the location of
active faults in the community;

2. make an emergency plan and prepare an

emergency kit for use at home and in school.

C. Learning LC:
Competencies/
Objectives The learners should be able to use models or
(Write the LC illustrations, explain how movements along the faults
code generate earthquakes (S8ES - IIa-14).
for each)
Objectives:

1. Describe how fault is generated using a model

2. Explain how movements along fault generate
earthquakes.
II. CONTENT Module 1: EARTHQUAKES AND FAULTS

Lesson 1 HOW MOVEMENTS ALONG FAULTS

GENERATE EARTHQUAKES

Earthquakes are associated with faults. When a

fault suddenly moves, an earthquake occurs. A fault
is a break in the Earth’s crust, and along the break,
significant movement has taken place.

When too much bending occurs and the limit is

reached, the rocks suddenly snap. The bent rocks
straighten out and vibrate. The vibrations travel in all
directions and people in different places will feel them
as a quake. An earthquake is a vibration of the Earth
due to the rapid release of energy.

2
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp 68-74
Guide
pages
2. Learner’s Pp 115-124
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other www.philvolcs.dost.gov.ph
Learning faultfinder.philvolcs.dost.gov.ph
Resources
youtube.com (Fault how it forms)
https://www.youtube.com/watch?v=Yt3TjiI1a2A
https://www.youtube.com/watch?v=rjn2ZJwpqQA
https://www.youtube.com/watch?v=qlk7IfYMufs
https://www.youtube.com/watch?v=ZSP2xhZQ3HU
IV. PROCEDURE A B
A. Elicit Start the lesson by Start the lesson by asking
asking students if they students if they have ever
have ever experienced experienced an
an earthquake? earthquake? Or have
heard a news about an
What happens during an earthquake happening in
earthquake? the Philippines?
Possible answers may Possible answer may
include, movement of include Bohol Earthquake
household appliances, in 2013, or other local
not being able to stand, incidence that they may
feeling nauseous. have experienced.

What happens during an

earthquake?

Possible answers may

include, movement of
household appliances,

3
 not being able to stand,
feeling nauseous.

B. Engage Present the picture Present the picture below:

below:

Source:
Source: Eduardo P. Laguerta, Sup.
Eduardo P. Laguerta, Sup. SRS PHIVOLCS-RO5.
SRS PHIVOLCS-RO5. Earthquake Hazards.
Earthquake Hazards. PowerPoint Presentation
PowerPoint Presentation .BEEP – 2ND DISTRICT
.BEEP – 2ND DISTRICT ALBAY of October 26, 2017
ALBAY of
October 26, 2017
What can you observe
What can you in the picture?
observe in the picture?
Have you seen a
Have you seen a similar scenario in your
similar scenario in your barangay?
barangay?
FOCUS QUESTIONS:
FOCUS QUESTIONS:
What are faults?
What are faults?
How are faults
How are faults generated?
generated?

C. Explore To answer the focus To answer the focus

question 1, the students question, the students will
will perform Activity 1 A perform Activity 1. A
Fault-y Set-up by group. Fault-y Set-Up by group.

(please refer to Science (please refer to Science

Grade 8 TG, p. 70-72) Grade 8 LM, p. 116-118)

To answer the focus To answer the focus

question 2, the students question 2, the students

4
 will perform Activity 2 will perform Activity 2
Stick ‘n’ Slip by group. Stick ‘n’ Slip by group.

(please refer to Science (please refer to Science

Grade 8 LM 120 -122) Grade 8 LM 120 -122)

D. Explain The teacher will facilitate The teacher will facilitate

the presentation of the presentation of activity
activity output by group. output by group.

The students will process The students will process

and discuss the activity and discuss the activity
out output.

E. Elaborate To generalize the To generalize the

concepts the teacher concepts the teacher may
may ask the following ask the following
questions: questions:
How do faults generate How do faults generate
earthquakes? earthquakes?
Why is it that not all Why is it that not all
movement along faults movement along faults
produces earthquakes? produces earthquakes?

F. Extend The students will perform The teacher will

Activity 3 Stick ‘n’ Shake demonstrate Activity 3
Stick ‘n’ Shake
(please refer to Science
8 LM, p.122-123) (please refer to Science 8
TG, p. 74)
What happens when
bending becomes too What does the ruler
much? represent? How will it
explain what happens
Possible Answer: when the rocks bend
When too much bending along the fault?
occurs and the limit is Use the images below to
reached, the rocks explain how movements
suddenly snap. The bent along the fault generate
rocks straighten out and movement.
vibrate. The vibrations
travel in all directions and
people in different places
will feel them as a quake.
An earthquake is a
vibration of the Earth due

5
 to the rapid release of
energy.

Use the images below to

facilitate better
understanding of the
concept.

When too much bending

occurs and the limit is
reached, the rocks
suddenly snap. The bent
rocks straighten out and
vibrate. The vibrations
travel in all directions and
people in different places
will feel them as a quake.
An earthquake is a
vibration of the Earth due
to the rapid release of
energy.

G. Evaluate 1. What are faults?

2. Explain how movements along fault generate
earthquakes.

Possible Answers:
1. Faults are break in the Earth’s crust along which
significant movement has taken place.

2. Earthquakes are associated with faults. When a

fault suddenly moves, an earthquake occurs.

V. REMARKS

VI. REFLECTION

6
VII. OTHERS
A. No. of
learners who
earned 80%
on the
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 with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other
teachers?

7
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: _____2_______

Content Performance Learning

Content Code
Standard Standard Competency
Earthquakes The learners The learners The learners
and Faults demonstrate shall be able should be
How understanding to: able to (S8ES - IIa-
earthquake of: differentiate 15)
waves 1. participate the
provide The in decision
information relationship making on 2.1 epicenter
about the between faults where to build of an
interior of the and structures earthquake
Earth earthquakes based on from its
knowledge of focus;
the location of 2.2 intensity
active faults in of an
the community earthquake
from its
2. Make an magnitude;
emergency 2.3 the active
plan and and
prepare an inactive
emergency kit faults.
for use at
home and in
school.

Learning The learners should be able to differentiate the

Competency/ 2.1 epicenter of an earthquake from its focus;
Code: 2.2 intensity of an earthquake from its magnitude;
2.3 the active and inactive faults.
(S8ES - IIa-15

Unpacked (Objectives) Time Frame

Learning
Competency: 1. Differentiate the epicenter of an 1 meeting
earthquake from its focus using model;
2. Differentiate intensity of an earthquake
from its magnitude;

8
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter 2nd

2 Meetings
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

The relationship between faults and

earthquakes
B. Performance The learners should be able to…
Standard
1. participate in decision making on where to
build structures based on knowledge of the
location of active faults in the community

2. Make an emergency plan and prepare an

emergency kit for use at home and in school.
C. Learning LC:
Competencies/ The learners should be able to differentiate
Objectives the
(Write the LC code 2.1 epicenter of an earthquake from its
for each) focus;
2.2 intensity of an earthquake from its
magnitude;
2.3 the active and inactive faults.
(S8ES - IIa-15

Objectives:
1. Differentiate the epicenter of an
earthquake from its focus using model;
2. Differentiate intensity of an earthquake
from its magnitude;
II. CONTENT “Where Does an Earthquake Start?”

The focus can be found beneath the Earth’s

surface. It is the place where the first break
happens, where the fault starts to slip, where first
movement takes place. It is the starting point of
the earthquake.
The spot directly above the focus on the surface
of the Earth is called the epicenter.

9
 An earthquake may be described in two ways:
intensity and magnitude.

The intensity of an earthquake gives us an idea

of how strong or weak the shaking is.

The released energy can be calculated by

scientists and is called the magnitude of the
earthquake.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp 77 – 83
pages
2. Learner’s pp 125 – 130
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning News Clip
Resources BT: Magnitude 7.2 earthquake na tumama sa
Bohol, katumbas ng 32 Hiroshima atomic
bombs
Source:
https://youtu.be/y-a5Kne9r9U
IV. PROCEDURE A B
A. Elicit Recall previous Recall previous
discussion on how discussion on how
faults are generated by faults are generated
using the images below. by using the images
Let the students below.
arrange the image s
chronologically to show

10
how rocks bend along
the fault.

Using the images

shown, students will
Source: explain how
Science G8 LM, Figure movements along
11, p. 124 fault generate
earthquakes.
Expected Answer:
Expected Answer:
The images show that
when too much
bending occurs and
the limit is reached,
the rocks will
suddenly snap. The
bent rocks straighten
out and vibrate. The
vibrations travel in all
directions and people
in different places will
feel them as a quake,
thus earthquake can
be defined as a
vibration of the Earth
due to the rapid
Let the students infer the release of energy.
relationship of faults and
earthquake.

Expected Answer:
The images show that
when too much bending
occurs and the limit is
reached, the rocks will
suddenly snap. The bent

11
 rocks straighten out and
vibrate. The vibrations
travel in all directions
and people in different
places will feel them as a
quake, thus earthquake
can be defined as a
vibration of the Earth
due to the rapid release
of energy.

B. Engage The teacher shows a The teacher shows a

video of a news clip “BT: video of a news clip
Magnitude 7.2 “BT: Magnitude 7.2
earthquake na tumama earthquake na
sa Bohol, katumbas ng tumama sa Bohol,
32 Hiroshima atomic katumbas ng 32
bombs” Hiroshima atomic
bombs”
(Note: the video will be
played until 0:45 only) (Note: the video will
be played until 0:45
What are the only)
unfamiliar words that
were mentioned in the What are the
news clip? unfamiliar words that
were mentioned in
Expected Answers: the news clip?
Magnitude, Intensity,
Epicenter and Expected Answers:
Aftershocks Magnitude, Intensity,
Epicenter and
The teacher tells the Aftershocks
students that they will
know more about the The teacher will tell
terms mentioned the students that they
through the activity that will know more about
they will perform. the terms mentioned
through the activity
that they will perform.

C. Explore The students answer The students

Activity 4 entitled, answer Activity 4
“Where Does an entitled, “Where Does
Earthquake Start?” an Earthquake
Start?”

12
 (please refer to Science
Grade 8 Learner’s (please refer to
Module, p. 125. This Science Grade 8
activity may be Learner’s Module, p.
performed individually) 125. This activity may
be performed by
Prepared copy of a group)
Fault model will be given
and students will follow Prepared copy of
the procedure in the a Fault model will be
activity to be able to given and students
label the parts of the will follow the
model. procedure in the
activity to be able to
(please refer to Science label the parts of the
Grade 8 Learner’s model.
Module, p. 126)
(please refer to
Science Grade 8
Learner’s Module, p.
126)
D. Explain The teacher asks Using the image
students to present their below, the students to
fault model. present their model
and the teacher may
facilitate presentation
and processing of
concept through the
following questions:

Source: Science Grade (The image may be

8 Teacher’s Guide, p. 80 enlarged for visual
clarity.)
The following
questions may be asked
to facilitate processing of
concepts learned:
1. Where can you find
the focus?
Expected Answer: Source: Science
The focus can be Grade 8 Teacher’s
found beneath the Guide, p. 80
Earth’s surface. It is
the place where the (Emphasize that the
first break happens, fault model that
where the fault students created
starts to slip, where represents a portion
first movement of the ground.)
takes place. It is the

13
 starting point of the 1. Where can
earthquake. you find the focus?
2. Where is the Expected Answer:
epicenter of an The focus can be
earthquake found beneath the
located? Earth’s surface. It
Expected Answer: is the place where
the first break
The epicenter is on
happens, where
the surface of the the fault starts to
Earth directly above slip, where first
the focus. movement takes
3. What is a fault line? place. It is the
Expected Answer: starting point of the
The trace of the fault earthquake.
2. Where is the
on the surface of the
epicenter of an
Earth is called the
earthquake
fault line.
located?
4. What is a fault
Expected Answer:
plane?
The epicenter is on
Expected Answer:
the surface of the
The flat surface
Earth directly
between the two
above the focus.
pieces is called the
3. What is a fault
fault plane.
line?
The teacher may Expected Answer:
demonstrate different The trace of the fault
fault movement limited on the surface of
to vertical and horizontal the Earth is called
movement only.
the fault line.
(Fault types will be 4. What is a fault
discussed in Grade 10.) plane?
Expected Answer:

The flat surface

between the two
pieces is called the
fault plane.

Demonstration of
fault movement
should be done.
(Please refer to
Science 8 TG, p.80
for the)

14
E. Elaborate The teacher then ask The teacher then
students to recall the ask students to recall
unfamiliar words the unfamiliar words
mentioned in the news mentioned in the
clip. news clip.
How did the news How did the
anchor described the news anchor
earthquake that hit described the
Bohol? earthquake that hit
Bohol?
Expected answer: The
news anchor described Expected answer:
the earthquake having a The news anchor
magnitude of 7.2 and described the
intensity level 7. earthquake having a
magnitude of 7.2 and
The teacher intensity level 7.
emphasizes two
terminologies: Intensity The teacher
and Magnitude emphasizes two
Do you know the terminologies:
difference between the Intensity and
two? Magnitude
Do you know the
Expected Answer: difference between
The intensity of an the two?
earthquake gives us an
idea of how strong or Expected Answer:
weak the shaking is. The intensity of an
earthquake gives us
The released energy an idea of how strong
can be calculated by or weak the shaking
scientists and is called is.
the magnitude of the
earthquake. The released energy
can be calculated by
To distinguish the two, scientists and is
intensity is expressed called the magnitude
using Roman numerals of the earthquake.
(I, II, III) while magnitude
uses Hindu-Arabic The teacher
numerals (2, 3, 4). presents PHIVOLCS
Earthquake Intensity
The teacher presents Scale (PEIS)
PHIVOLCS Earthquake
Intensity Scale (PEIS) (refer to Science 8
Leaner’s Module, pp
(refer to Science 8 127-129)
Leaner’s Module, pp
127-129)

15
 The image below may
The teacher may be used to help
present the PEIS in students visualize the
tabular form as shown in description of each
the LM or use intensity in the PEIS
downloaded images Scale.
from
https://wanderingbakya.
com/the-big-one-in-the-
city-are-you-prepared/
through a graphic
organizer or using
PowerPoint
Presentation

(please refer to Source:

attachment no. 1) Eduardo P. Laguerta,
Sup. SRS PHIVOLCS-
RO5. Earthquake
Hazards. PowerPoint
Presentation .BEEP –
2ND DISTRICT ALBAY
of October 26, 2017

(please see attachment

no.2 for bigger image)
F. Extend Look for videos of Research on
deadliest earthquakes Philippines Deadliest
that hit the Philippines Earthquakes
(please see
and identify ways on
attachment no. 2 for
how it affected people’s
sample table)
lives.

G. Evaluate 1. How does an epicenter of an earthquake

differ from its focus? Differentiate using a
model.
2. Differentiate between magnitude and
intensity of an earthquake.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation.

16
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 it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/discover which
I wish to share with
other teachers?

17
Attachment No. 1 S8ES - IIa-15

Philippines Deadliest Earthquakes

DAMAGE &
DATE EARTHQUAKE MAGNITUDE
CASUALTIES

(additional rows maybe added)

18
Attachment No. 2 S8ES - IIa-15

Source;
Eduardo P. Laguerta, Sup. SRS PHIVOLCS-RO5. Earthquake Hazards. PowerPoint
Presentation .BEEP – 2ND DISTRICT ALBAY of October 26, 2017.

19
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter 2nd

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standard relationship between faults and earthquakes.
B. Performance The learners shall be able to:
Standard
1. participate in decision making on where to build
structures based on knowledge of the location of
active faults in the community;

2. make an emergency plan and prepare an

emergency kit for use at home and in school.
C. Learning LC: 2. The learners should be able to
Competencies/ differentiate the
Objectives 2.1 epicenter of an earthquake from its focus;
(Write the LC 2.2 intensity of an earthquake from its
code magnitude;
for each) 2.3 the active and inactive faults.(S8ES-Iia 15).

Objectives:
1. Differentiate active and active faults;
2. Name active and inactive faults in Bicol
Region

II. CONTENT . Module 1: Earthquakes and Faults

Lesson 3. DO YOU LIVE NEAR THE
ACTIVE FAULT?

It is important to know the location of active

faults. As much as possible, no important structures
should be built near or on them. Those who live
close to active faults must be extra prepared for
earthquakes. PHILVOLCS has a MAP that shows
the Active Faults in the Philippines and recommends
doing and at least practice gradually some
earthquake mitigation and adaptation to save lives.

III. LEARNING
RESOURCES
A. References

20
 1. Teacher’s pp 81-85
Guide
pages

2. Learner’s pp 127-132
Materials
pages
3. Textbook Cadiz, Arlon P. et.al..(2016). Fundamentals of Earth
pages Science (pp 200-202), Mindshapers Co., Inc.
Intramuros, Mla.

Luna, Emmanuel M. (2016). Protecting Lives, Saving

Communities DRRR in Philippine Setting. (pp 36-
39),C & F Publishing, Inc. Q.C.,Mla.

Quebral, Villamor S. (2016). Disaster Readiness

Risk & Reduction. (pp 106-108), Lorimar Publishing
Inc. Cubao, Q.C.
4. Additional PHILVOLCS Map on Distribution of Active Faults
Materials and Trenches in the Philippines
from
Learning
Resource
(LR) portal
B. Other www.philvolcs.dost.gov.ph
Learning
Resources faultfinder.philvolcs.dost.gov.ph

IV. PROCEDURE A B
A. Elicit Simple Recall: Simple Recall:

The teacher will present The teacher will present

the metacards with the the metacards with the
following terms: following terms:
Faults Faults
Active Faults Active Faults
Inactive Faults Inactive Faults
Let the students tell what Let the students tell
they know about them. what they know about
them.
What do you know about
the terms? What do you know about
the terms?
Possible Answers:
Possible Answers:
A Fault is a fracture in
the rocks that make up
the Earth’s crust.

21
 Active faults are A Fault is a fracture in
structure along earth’s the rocks that make up
crust which we expect the Earth’s crust.
earthquake to occur.
Active faults are
Inactive faults are structure along earth’s
structures that we can crust which we expect
identify, but which do not earthquake to occur.
have earthquakes.
Inactive faults are
The teacher may also structures that we can
ask: “Can you tell some identify, but which do not
places where are these have earthquakes.
quake-producing faults?
The teacher may also
Possible answer: ask: “Can you tell some
places where are these
1. East Zambales quake-producing faults?
Fault
2. Central Leyte Possible answer:
Fault
3. Valley Fault 1.East Zambales Fault
System 2.Central Leyte Fault
3.Valley Fault System

B. Engage The teacher will instruct The teacher will present

the students to read the the image below and let
topic: Do you live Near the students answer the
an Active Fault on pages question given.
131-132 of the Learning
Module Picture analysis:

Focus Question:

How will you differentiate

active faults from inactive
faults?

Possible answer: Taken from ppt presentation

“EARTHQUAKE HAZARDS”
BEEP – 2ND DISTRICT ALBAY of
Active faults are cracks EDUARDO P. LAGUERTA Sup.SRS.
PHILVOLCS-RO5.October 26, 2017
along earth’s crust which
we expect earthquake to What can you say about
occur while Inactive the picture?
faults are structures that
we can identify, but which

22
 earthquakes do not Possible answer:
occur.
The picture shows
displacement of plates
along earth’s crust that
may result to ground
shaking.

Focus Question:

How will you differentiate

active faults from
inactive faults?

Possible answer:

Active faults are cracks

along earth’s crust which
we expect earthquake to
occur while Inactive
faults are structures that
we can identify, but
which earthquakes do
not occur.

C. Explore The teacher will give the To answer the focus

following instructions: question.

To answer the focus Do the following activity

question: using the Distribution of
Active Faults and
Do the following activity Trenches in the
in groups using the Philippines (Source: Eduardo
Distribution of Active P. Laguerta Sup.SRS PHILVOLCS-
Faults and Trenches in RO5 Earthquake Hazards Powerpoint
Presentation. BEEP – 2nd DISTRICT
the Philippines (Source: ALBAY of October 26, 2017)
Eduardo P. Laguerta Sup.SRS
PHILVOLCS-RO5 Earthquake (Please see attachment 1)
Hazards Powerpoint Presentation.
BEEP – 2nd DISTRICT ALBAY of
October 26, 2017) To facilitate the activity,
let students be
(Please see attachment 1) familiarized on some

To facilitate the activity, places in different

let students be regions in the map. They
familiarized on some should be able to point
places in different regions at the different provinces
in the map. They should in their own region.

23
 be able to point at the The students must also
different provinces in know what the lines on
their own region. the map mean.

The students must also Task to do: Use the

know what the lines on map to locate the
the map mean. nearest active faults that
may affect their town.
Task to do: Use the map
to locate the nearest Do the same when
active faults that may finding inactive faults
affect their town. Do the that are found in the
same when finding place.
inactive faults that are
found in the place. Possible Answers:

Possible Answers: The places where we

can find active faults in
The places where we can our place are the
find active faults in our following:
place are the following:
1.Masbate Fault
2.Central Leyte Fault
1. Masbate Fault 3.Lake Bato Lineament
2. Central Leyte Fault
3. Lake Bato Some places where we
Lineament can find inactive faults
are the following:
Some places where we
can find inactive faults 4.East Bohol Fault
are the following: 5.West Panay Fault
6.Cebu Lineament
4. East Bohol Fault
5. West Panay Fault (Students responses
6. Cebu Lineament may vary)

(Students responses
may vary)

D. Explain The teacher will facilitate The teacher will facilitate

the presentation of the presentation of
activity output by group. activity output by group.

The students will The students will

process and discuss the process and discuss the
activity output. They will activity output. They will
give their generalization give their generalization

24
 about the learned about the learned
concepts. concepts.

E. Elaborate The students will perform The students will

the tasks given below: perform the tasks given
below:
1. Interview
authorities from the 1. Research on the
municipality or in your occurrences of different
barangay about their earthquake in the
respective earthquake country and in Bicol
preparedness and risk Region.
reduction plan before,
during, and after an
Earthquake. How can
you help in the
preparation of such
disaster?

F. Extend The students will perform the tasks given below:

1. What safety measures will you do before, during,

and after an Earthquake?

Prepare a GO BAG and be ready to present it. (To

be presented in the performance task in end of
Module 1 Quarter 2.)

Guide question:

Why is it important for you to be familiar with the GO

BAG and the Community & Family Earthquake
Safety Guide?

Performance-based Output:

The students output /GO BAG Presentation will

be rated using the following Rubrics Scoring. (pls.
refer to Attachment Sheet 4

G. Evaluate DIRECTION: Name at least five examples of places

located in the Philippines with active and inactive
faults. Write your answer on a table similar below;

25
 ACTIVE FAULTS INACTIVE FAULTS

1.

2.

3.

V. REMARKS Note: The teacher may explain further how can

active and inactive faults in the Philippines be traced
by opening the link below:

www.philvolcs.dost.gov.ph

faultfinder.philvolcs.dost.gov.ph. This can be done

as an enrichment activity.

VI. REFLECTION

VII. OTHERS
A. No. of
learners who
earned 80%
on the
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 with the
lesson.

26
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other
teachers?

27
Attachment Sheet 1 -

Distribution of Active Faults and Trenches in the Philippines Map

Source: Eduardo P. Laguerta Sup.SRS PHILVOLCS-RO5 Earthquake Hazards Powerpoint Presentation. BEEP –
2nd DISTRICT ALBAY of October 26, 2017

Using the Map above, identify some places in Bicol Region which you
think are earthquake generators?

28
Attachment Sheet 2 -

EXTEND

Research on the occurrences of different earthquakes in the

country and in Bicol Region.

Write your answer on a table similar below:

Table 1: Recorded Philippine deadliest earthquakes since 1960’s

DATE EARTHQUAKE MAGNITUDE DAMAGE &

CASUALTIES

References:

Cadiz, A.P. et.al.. Fundamentals of Earth Science. C.2016. Mindshapers Co., Inc., pp 200-202

www.philvolcs.dost.gov.ph

faultfinder.philvolcs.dost.gov.ph

29
Attachment Sheet 3 -

72-HOUR SURVIVAL KIT and MATERIALS

A very important aspect of emergency planning is preparing and

organizing a survival kit. This is a “package” of the tools and materials that are

needed and ready for use in times of disaster. The following image summarizes

the tools and materials that should be included in a 72-Hour Survival Kit or “GO

BAG”.

Source: Quebral, Villamor S. (2016). Disaster Risk Reduction &

Management. (pp 106-108), Lorimar Publishing Inc. Cubao, Q.C.C & F
Publishing, Inc. Q.C.,Mla.

30
 DETAILED CHECKLIST OF “GO BAG” SURVIVAL KIT

CHECK CHECKLIST OF BASIC NEEDS AND CRITICAL SUPPLIES QUANTITY

Water – 1 gallon per person, per day (3-day supply for

evacuation) and 2-week supply for home)
Food – it is a good idea to include foods that do not need
cooking. (e.g. canned goods, dried, etc. (3-day supply for
evacuation and 2-week supply for home)
Flashlights with extra batteries and bulbs (do not use
candles)
Battery operated or hand-crack radio
Transistor radio with extra batteries (to keep you
updated, with the news about an occurring disaster)
First Aid Kit and Manual
Medical supply (3-day supply)
Multi-purpose tool (tools that fold up into pocket-size unit)
Sanitation and personal documents (medication list and
pertinent medical information, deed of sale/lease contract
to home, birth certificates, marriage certificate, Insurance
Policies, passports, etc.)
Cell phones with extra batteries and charger (power
pack)
Family and friends’ emergency contact information
Cash and coins (ATM’s may not be accessible)
Map/s of the local area
Whistle – to attract attention oe emergency personnel
One change clothing
Manual can opener
Pet supplies (including food and vaccination record)
Extra set of keys (cars, house, cabinets, etc.)
Pack of cards to provide entertainment and pass the time
Pocket Directory of Emergency lines

COLD CLIMATE SUPPLIES

Jacket or coat
Long pants and long sleeves shirt
Sturdy shoes
Hat, mittens, and scarf
Sleeping bags
Portable gas stoves (wonder kalan)

SUPPLIES FOR YOUR VEHICLE

Flashlights with extra batteries and extra bulbs
Maps – geo-hazard maps are the most useful
First Aid Kits
Non-perishable foods
Extra gasoline in a plastic containers

31
QUESTION:

Why is it important to prepare a 72-HOUR SURVIVAL KIT?

Attachment Sheet 4 - PERFORMANCE-BASED

The students-outputs/GO BAG Presentation will be evaluated using

the following

RUBRICS:

CRITERIA POINTS

5 3 2

NO. OF ITEMS All items were Some items were NO items were
INCLUDED included in the included in the included in the
Go BAG GO BAG GO BAG
Each member Some ideas No ideas were
SHARING OF shares ideas during the stated
IDEAS during the defense were not
defense clearly clearly stated
Shows Shows Does not show
ATTITUDE enthusiasm, enthusiasm any positive
enjoyment, and during the behavior
other positive activity
behavior during
the activity
Follows all the 1 or 2 Steps were not
MECHANICS procedures procedures were followed properly
prescribed in the not followed
activity properly

32
 UNPACKED LEARNING COMPETENCY

Grade 8 - Earth Science

Learning 1. Demonstrate how underwater earthquakes generate

Competency tsunamis.(S8ES-IIb-16)

Unpacked LC: Objectives: Time Frame:

1. Define what tsunami is; 1 day(1st)

2. Demonstrate how underwater 2 days (2nd &

earthquake generates tsunamis; 3rd)

3. Explain how tsunami occurs; 1 day (4th)

4. Make a preparedness plan on how 1 day (5th)

to survive when tsunamis occur

33
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Earth &
Teacher Learning Area
Space
2 meetings
Time & Date Quarter 2nd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

the relationship between faults and

earthquakes
B. Performance Standard The learners should 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
2. make an emergency plan and prepare an
emergency kit for use at home and in school
C. Learning LC: demonstrate how underwater
Competencies/ earthquakes generate tsunamis;
Objectives (S8ES-IIb-16)
(Write the LC code
for each) Objectives:
1. Describe what tsunami is;
2. Demonstrate how underwater
earthquake generates tsunamis;
II. CONTENT Tsunami: Underwater Earthquake
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 86-87
pages
2. Learner’s Materials 133-135
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning PHIVOLCS Website
Resources http://phivolcs.dost.gov.ph

33
IV. PROCEDURE A B
A. Elicit The Teacher asks the The Teacher asks the
following questions to following questions to
review the previous review the previous
topic: topic:
•What is an •What is an
earthquake? earthquake?
(Possible (Possible answer:
answer: an earthquake is a
an earthquake is strong shaking of
a strong shaking the ground)
of the ground) •Where do
•Where do earthquakes
earthquakes usually occur?
usually occur? (usually near plate
(usually near boundaries and
plate boundaries active faults)
and active faults) •Is it possible for
•Is it possible for earthquakes to
earthquakes to happen
happen underwater? (Yes,
underwater? there are plate
(Yes, there are boundaries and
plate boundaries active faults which
and active faults are submerged in
which are bodies of water.)
submerged in
bodies of water.)
B. Engage The Teacher asks the The Teacher asks the
following focus following focus
question: question:

“What would happen “What would happen if

if a strong Earthquake a strong Earthquake
occurs underwater?” occurs underwater?”

(Large waves may (Large waves may

form on the surface; form on the surface;
>>answers may vary >>answers may vary
from students) from students)

The Teacher The Teacher

processes the processes the
students’ responses students’ responses
and tells the class and tells the class that

34
 that the answer will the answer will be
be discovered in the discovered in the
following activity. following activity.
C. Explore The Students perform Students perform
a guided-inquiry Activity 5 in Module 1
activity on Tsunami. of LM (page 133):
Splash! Tsunami!
[please see
Attachment #1 to The teacher facilitates
S8ES-IIb-16 entitled the conduct of the
“Activity: Splash!”] activity.

The teacher
facilitates the conduct
of the activity.
[End of Day 1] [End of Day 1]
D. Explain The teacher lets each The teacher lets each
group of students group of students
present the following: present the following:
• Set-up for the • Set-up for the
activity activity
• Answers to the • Answers to the
Guide Guide
Questions Questions
• Conclusion for • Conclusion for
the activity the activity

The teacher The teacher facilitates

facilitates the the processing of
processing of presentations by
presentations by asking the following
asking the following questions:
questions: • How is the
• How is the earthquake
earthquake simulated in
simulated in your setup?
your setup? • What is
(Answers may generated on
vary) the surface of
• What is the water?
generated on (ripples/ waves)
the surface of • How would
the water? strong
(ripples/ underwater
waves) earthquakes

35
 • How would affect the
strong communities
underwater near the shore?
earthquakes (Water may be
affect the displaced into
communities the nearby
near the areas)
shore? (Water
may be
displaced into
the nearby
areas)
E. Elaborate The Teacher gives a The Teacher gives a
handout from DOST- handout from DOST-
PHIVOLCS: PHIVOLCS:
Tsunami (2007) Tsunami (2007)
Poster (Filipino) Poster (Bicol)
[please see [please see
attachment #2 to attachment #2 to
S8ES-IIb-16 S8ES-IIb-16
(Filipino) ] (Bicolano)]

The Teacher The Teacher

synthesizes the synthesizes the lesson
lesson by asking the by asking the following
following questions: questions:
•What is a •What is a
tsunami? (a tsunami? (a
continuous influx continuous influx
of large waves, of large waves,
mostly higher mostly higher than
than 5 meters, 5 meters, that is
that is usually usually caused by
caused by strong strong underwater
underwater earthquakes)
earthquakes) •How can
•How can earthquakes
earthquakes generate tsunami?
generate (A tsunami may be
tsunami? (A generated by the
tsunami may be movement of
generated by the colliding tectonic
movement of plates, usually in
colliding tectonic subduction zones.
plates, usually in Tsunamis may also

36
 subduction be generated by
zones. Tsunamis the activities of an
may also be active underwater
generated by the volcano.
activities of an
active
underwater
volcano.
F. Evaluate Describe what Describe what
tsunami is. tsunami is.
* Results of the * Results of the activity
activity may be taken may be taken to
to formatively assess formatively assess the
the skills skills ‘demonstrate
‘demonstrate how how underwater
underwater earthquake generates
earthquake tsunamis’.
generates tsunamis’.
G. Extend As an assignment, As an assignment, the
the students are students are tasked to
tasked to search for search for information
information about about some notable
some notable tsunamis in the past
tsunamis in the past and reflect on the
and reflect on the dangers of a tsunami.
dangers of a tsunami.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.

37
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 it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

38
Activity 5. │From the Learner’s Module (P 133)
Tsunami!
Objectives:
After performing this activity, you should be able to:
1. describe how tsunamis are generated; and
2. infer why tsunamis do not always occur even when there is an earthquake
Materials Needed:
flat basin or laundry tub (batya)
water
rectangular piece of plastic panel or plywood
rock
Procedure:
1. Put water in the container. Place the rock in the water at one end of the container
(Figure 15).

Figure 15. Setup for Tsunami Activity

2. At the other end of the container, put the plastic panel flat at the bottom of the
container (Figure 16, left).
3. You will need some help: a person to watch the surface of the water, and another
to watch the level of water by the rock. Things will happen quickly, so make sure
your assistants are alert.
4. Hold the corners of the plastic panel with your thumbs and fingertips. Wait for the
water to stop moving. Using only your fingertips, jerk the edge of the plastic board
upward (Figure 16, right).

Figure 16. (Left) The plastic panel placed flat at the bottom of the container.
(Right) Wait for the water to stop moving, then suddenly jerk the edge of the plastic
panel upward (see white arrow).

Q10. What was formed in the water by the sudden push of the plastic panel?
Q11. How was the water level by the rock affected by the wave?
Q12. What does the water represent? How about the rock?
Q13. What does the plastic panel represent?

39
Attachment #1 to S8ES-IIb-16

Activity: Splash!

Objectives:
After performing this activity, you should be able to design an
experiment which will enable them to:
1. describe how tsunamis are generated; and
2. infer why tsunamis do not always occur even when there is an
earthquake

Materials:
Transparent plastic box (About 11 inch by 8inch or larger)
Video-recording device (smartphone)
Water
Rock
Popsicle sticks
Rubber bands

Task/ Guide Questions:

1. Describe your setup. Explain each material’s role or representation in
your simulation.
________________________________________________________
________________________________________________________
________________________________________________________
What is the behavior of the surface of the water if an underwater
earthquake is simulated in your setup?
________________________________________________________
________________________________________________________
________________________________________________________

2. What is the effect of an underwater earthquake in a nearby shore/

island?
________________________________________________________
________________________________________________________
________________________________________________________
3. Will the effect/s vary? In what conditions? (verify your answer/s by
simulating in your setup and recording through video)
________________________________________________________
________________________________________________________
________________________________________________________
Conclusion
______________________________________________________________
______________________________________________________________
______________________________________________________________

40
 41
Used with permission for DOST-PHIVOLCS
(http://philvocs.dost.gov.ph)
Attachment #2 to S8ES-IIb-16 (Filipino)

42
Used with permission for DOST-PHIVOLCS
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Earth &
Teacher Learning Area
Space
2 meetings
Time & Date Quarter 2nd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

the relationship between faults and

earthquakes
B. Performance Standard The learners should 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
2. make an emergency plan and prepare an
emergency kit for use at home and in school
C. Learning LC: demonstrate how underwater
Competencies/ earthquakes generate tsunamis;
Objectives (S8ES-IIb-16)
(Write the LC code
for each) Objectives:
1. Explain how tsunami occurs;
2. Make a preparedness plan on how to
survive when tsunamis occur.
II. CONTENT Tsunami: Awareness and Preparedness
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 86-87
pages
2. Learner’s Materials 133-135
pages
3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning PHIVOLCS Website
Resources http://phivolcs.dost.gov.ph

Tsunami Preparedness Comics:

http://bit.ly/tsunami_preparedness

43
IV. PROCEDURE A B
A. Elicit The teacher reviews The teacher reviews
the Class about the the Class about the
previous lesson on previous lesson on
tsunami by asking the tsunami by asking the
following questions: following questions:
•What is a tsunami? •What is a tsunami?
[a continuous influx [a continuous influx
of large waves, of large waves,
mostly higher than 5 mostly higher than 5
meters, that is meters, that is
usually caused by usually caused by
strong underwater strong underwater
earthquakes] earthquakes]
•When can a •When can a tsunami
tsunami occur? [It occur? [It can occur
can occur after a after a strong
strong underwater underwater
earthquake or earthquake or strong
strong underwater underwater volcanic
volcanic activity] activity]
•How do underwater •How do underwater
earthquakes earthquakes
generate tsunamis? generate tsunamis?
[Strong underwater [Strong underwater
earthquakes may earthquakes may
generate tsunamis generate tsunamis
with the movement with the movement
of converging plates of converging plates
in subduction in subduction zones]
zones]
B. Engage The Teacher asks the The Teacher asks the
following focus following focus
question: question:

“How do tsunamis “How do tsunamis

occur and what are occur and what are
its effects?” its effects?”

[Answers may vary [Answers may vary

from students; there from students; there
are no correct or are no correct or
incorrect answers at incorrect answers at
this point, the teacher this point, the teacher
however, should however, should
facilitate the facilitate the gathering
gathering of insights of insights while noting
while noting possible possible sources of
sources of misconceptions.]
misconceptions.]

44
 The teacher The teacher
processes the processes the
responses and tells responses and tells
the class that an in- the class that an in-
depth answer will be depth answer will be
discovered once they discovered once they
undergo the following undergo the following
activity. activity.
C. Explore The teacher groups The teacher groups
the class into 10. the class into 10. Each
Each group will group will receive a
receive a copy of copy of comics entitled
comics entitled either either “Imelda
“Imelda Suzuki: The Suzuki: The Daang
Dangerous Road” or Mapanganib” or
“Lorna Kikuta: My “Lorna Kikuta: Ang
Last Sayonara” from Huling Sayonara”
DOST PHIVOLCS from DOST
website. Please see PHIVOLCS website.
the link in the ‘other Please see the link in
learning resources’ the ‘other learning
section entitled resources’ section
“Tsunami entitled “Tsunami
Preparedness Preparedness
Comics” Comics”

At the end of the At the end of the

comics are questions comics are questions
which must be which must be
answered and answered and
presented by each presented by each
group. group.

Each group are also Each group are also

tasked to explain how tasked to explain how
tsunamis occurred in tsunamis occurred in
the context of what the context of what
they have read. they have read.
D. Explain The students present The students present
their work which their work which
focuses on: focuses on:
• Brief • Brief
description of description of
what they’ve what they’ve
read. read.
• Answers to the • Answers to the
guide guide questions
questions

45
 The teacher The teacher
processes the processes the
students’ students’
presentations and presentations and
asks the following asks the following
questions: questions:

•How do tsunamis •How do tsunamis

occur? [It can occur occur? [It can occur
after a strong after a strong
underwater underwater
earthquake or during earthquake or during
strong underwater strong underwater
volcanic activities.] volcanic activities.]
•What are the signs of •What are the signs of
an impending an impending
tsunami? [strong tsunami? [strong
earthquake, roaring earthquake, roaring
sound from the sea, sound from the sea,
abrupt change in abrupt change in
water level.] water level.]
•How can you •How can you prepare
prepare for a for a tsunami?
tsunami? [student [student answers may
answers may vary; vary; teacher should
teacher should put put emphasis on
emphasis on preparation]
preparation]

E. Elaborate The teacher collects The teacher collects

students’ suggestions students’ suggestions
on how to prepare for on how to prepare for
a tsunami and leads a a tsunami and leads a
student-centered student-centered
discussion towards discussion towards
the concept of a “Go the concept of a “Go
Bag” Bag”

The teacher asks the The teacher asks the

following questions to following questions to
reinforce the reinforce the students’
students’ concepts on concepts on the “Go
the “Go Bag”: Bag”:

✓ What items ✓ What items

should your should your Go
Go Bag Bag contain?
contain? ✓ Is it practical to
✓ Is it practical to include
include vegetables in

46
 vegetables in the Go Bag?
the Go Bag? Explain.
Explain. ✓ How will you
✓ How will you protect the Go
protect the Go Bag from being
Bag from wet?
being wet? ✓ Is it important to
✓ Is it important know the expiry
to know the dates of the
expiry dates of items in the Go
the items in the Bag? Why?
Go Bag? ✓ Where should
Why? you put your Go
✓ Where should Bag?
you put your ✓ Should all
Go Bag? family
✓ Should all members have
family their own Go
members have Bag or should
their own Go only one Go
Bag or should Bag be
only one Go available for the
Bag be entire family?
available for
the entire [End of Day 3]
family?
[End of Day 3]
F. Extend Each group is tasked Each group is tasked
to create a model of a to create a model of a
“Go Bag” and identify “Go Bag” and identify
its contents. The its contents. The
students may students may
improvise to create a improvise to create a
model of items which model of items which
are not available are not available
inside the classroom. inside the classroom.

Each group will Each group will

present their own ‘Go present their own ‘Go
Bag’ while explaining Bag’ while explaining
the importance of the importance of
each item inside. each item inside.

The teacher may ask The teacher may ask

the following the following
questions to facilitate questions to facilitate
the processing of the the processing of the
presentations: presentations:

47
 ✓ What are your ✓ What are your
main main
considerations considerations
when deciding when deciding
if an item if an item
should be should be
included in included in your
your Go Bag? Go Bag?
✓ What are the ✓ What are the
expiry dates of expiry dates of
the items in the items in
your Go Bag? your Go Bag?
Which item will Which item will
expire first? expire first?
When will it When will it
expire? expire?
✓ Were you able ✓ Were you able
to make your to make your
Go Bag Go Bag
waterproof? waterproof?
✓ What do you ✓ What do you
want to want to improve
improve in in your Go
your Go Bag? Bag?

[End of Day 4] [End of Day 4]

G. Evaluate Students identify a Students identify a
certain barangay/ certain barangay/ area
area which may be which may be near a
near a shoreline. shoreline.

Each student must Each student must

create an infographic- create an infographic-
style, preparedness style, preparedness
plan about surviving plan about surviving
the occurrence of the occurrence of
tsunamis. The tsunamis. The
material should focus material should focus
on the chosen on the chosen
barangay/ area and barangay/ area and
use local language. use local language.
Each output must be Each output must be in
in a short size bond a short size bond
paper (8.5 x 11) and paper (8.5 x 11) and
will be graded will be graded
according to the according to the
following criteria: following criteria:
Content: 80% Content: 80%
Layout: 15% Layout: 15%
Neatness: 5% Neatness: 5%

48
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
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 with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

49
50
 UNPACKED LEARNING COMPETENCY

SCIENCE 8
Quarter: _____2_______

Content Performance Learning

Content Code
Standard Standard Competency
Earthquakes The learners The learners shall •Explain how
and Faults demonstrate be able to: earthquake
How S8ES-
understanding waves
earthquake 1. participate in IIc-17
of: provide
waves decision making on
provide information
The where to build about the
information
relationship structures based interior of the
about the
interior of the between faults on knowledge of earth.
Earth and the location of
earthquakes active faults in the
community

2. Make an
emergency plan
and prepare an
emergency kit for
use at home and in
school.

Learning • Explain how earthquake waves provide information

Competency/ about the interior of the earth (S8ES-IIc-17)
Code:
Unpacked (Objectives) Time Frame
Learning
Competency: 1. Define seismic waves.
2. Explain how earthquakes are 1 meeting
propagated.

3. Differentiate the characteristics of P 1 meeting

wave and S wave.
4. Explain how earthquake waves provide
information about the interior of the 2 meetings
Earth.

• Performance task 1 meeting

51
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter

1 meeting
I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard • the relationship between faults and
earthquakes
B. Performance The learners should be able to…
Standard 1. participate in decision making on where to build
structures based on knowledge of the location of
active faults in the community
2. Make an emergency plan and prepare an
emergency kit for use at home and in school.
C. Learning LC:
Competencies/ • Explain how earthquake waves provide
Objectives information about the interior of the earth
(Write the LC (S8ES-IIc-17)
code
for each) Objectives:
1. Define Seismic Waves.
2. Explain how Earthquake waves are propagated.

II. CONTENT Investigating Earthquake Waves

• How earthquake waves provide information
about the interior of the Earth
III. LEARNING
RESOURCES
A. References
1. Teacher’s 88
Guide pages
2. Learner’s 135-136
Materials
pages
3. Textbook
pages
4. Additional
Materials • https://www.philstar.com/headlines/2018/12/30
from /1880968/strong-quakes-rattles-davao-region.
Learning • ABSCBNnewshttps://www.youtube.com/watch
Resource ?v=vQV0fakxZXY
(LR) portal
B. Other Learning
Resources

52
IV. PROCEDURE A B
A. Elicit
Recall of the Previous Recall of the Previous
lesson: lesson:
• Definition of Focus and • Definition of Focus and
Epicenter. Epicenter.
• Definition of magnitude • Definition of magnitude
and intensity. and intensity.
Teacher will ask: Teacher will ask:
1. Is the intensity and Is the intensity and
magnitude the magnitude the same on
same on the areas the areas affected by
affected by earthquake?
earthquake?
Answer: Answer:
1. No, Intensity and 1. No, Intensity and
magnitude of the magnitude of the
earthquake differs earthquake differs
from the distance of from the distance of
the places affected the places affected to
to the epicenter of the epicenter of the
the earthquake. earthquake.
B. Engage Teacher will distribute Teacher will present a
copy of news article about news video about the
the Earthquake in Davao earthquake in Davao
Oriental last December oriental last December
2018. 2018.

Source: Source: ABSCBNnews

https://www.philstar.com/h https://www.youtube.com
eadlines/2018/12/30/1880 /watch?v=vQV0fakxZXY
968/strong-quakes-rattles-
davao-region.
The teacher will ask:
The teacher will ask: 1. What are the
• According to the news, affected places
the epicenter of the based on the
Earthquake was in Davao news?
Oriental but why is it that Answer: refer to the
the tremor was also felt in news report for the list
Zamboanga City and in places affected by the
Leyte? earthquake
Answer:
(Since the students has no 2. According to the
prior knowledge about news, the
seismic waves, the epicenter of the
students answers may Earthquake was
vary), in Davao Oriental
but why is it that
the tremor was

53
 • How do earthquakes also felt in
travel? Zamboanga City
Answer: and in Leyte?
Earthquake travel in a Answer:
form of wave. (Since the students has
no prior knowledge
about seismic waves, the
students answers may
vary),
3. How do
earthquakes
travel?
Answer:
Earthquake travel in a
form of wave.
C. Explore Teacher will group the Teacher will group the
students (preferably group students (preferably
must compose of 5-6 group must compose of
members only to 5-6 members only to
encourage cooperation). encourage cooperation).
Teacher will cite the Teacher will cite the
objectives of the activity. objectives of the activity.

(Students will perform (Students will perform

activity No. ____: activity No. ____:
Investigating Earthquake Investigating Earthquake
waves.) waves.)
Output of the Students Output of the Students
should follow the format: should follow the format:
a. Question/ Problem a. Question/ Problem
b. Hypothesis/ Prediction b. Hypothesis/
c. Observations/ Result Prediction
d. Conclusion c. Observations/ Result
d. Conclusion

54
D. Explain Students present their Students present their
output in the class. output in the class.
• Teacher process the • Teacher process the
output of the students. output of the
• Ask them to synthesize students.
their understanding • Ask them to
about Seismic waves synthesize their
by answering the understanding about
following questions: Seismic waves by
a. How do earthquake answering the
travel/propagate in the following questions:
earth? a. How do earthquake
Answer: Earthquake travel travel/propagate in
or propagate in the earth the earth?
in a form of waves called Answer: Earthquake
seismic waves. travel or propagate in the
b. Do earthquake waves earth in a form of waves
travel only in the called seismic waves.
surface of the earth?
Answer: No, as observed b. Do earthquake waves
in the activity, earthquake travel only in the
waves/seismic waves can surface of the earth?
both travel in the surface Answer: No, as observed
and within the interior of in the activity,
the earth. earthquake
c. What is seismic waves/seismic waves
wave? can both travel in the
Seismic waves are surface and within the
vibrations (waves energy) interior of the earth.
generated by earthquake
c. What is seismic
that is propagated within
wave?
and along the surface of
Seismic waves are
the Earth.
vibrations (waves
Source:
https://www.britannica.com
energy) generated by
earthquake that is
propagated within and
along the surface of the
Earth.
Source:
https://www.britannica.com
E. Elaborate
The teacher will review the The teacher will review
news article and repost the news report and
the question in the engage repost the question in
part of the lesson. the engage part of the
• According to the lesson.
news, the epicenter • According to the
of the Earthquake news, the
was in Davao epicenter of the

55
 Oriental but why is Earthquake was
it that the tremor in Davao Oriental
was also felt in but why is it that
Zamboanga City the tremor was
and in Leyte? also felt in
Earthquake can be felt in Zamboanga City
different places near or far and in Leyte?
from the epicenter since Earthquake can be felt in
the energy generated by different places near or
earthquake travel in a far from the epicenter
form of seismic since the energy
waves/earthquake waves. generated by earthquake
travel in a form of
• Which places seismic
affected by the waves/earthquake
earthquake will waves.
experience greater
shaking? • Which places
Places near the affected by the
epicenter (Davao earthquake will
Oriental) will experience
experience higher greater shaking?
intensity and Places near the
magnitude. Hence, will epicenter (Davao
experience greater Oriental) will
damage in experience higher
establishments etc. intensity and
magnitude. Hence,
(at this point, teacher will will experience
emphasize that greater damage in
Earthquake energy is establishments etc.
released in seismic (at this point, teacher
waves, and it spread out will emphasize that
from the focus. The waves Earthquake energy is
are felt most strongly at released in seismic
the epicenter and waves, and it spread out
becoming less strong as from the focus. The
they travel further away.) waves are felt most
strongly at the epicenter
and becoming less
strong as they travel
further away.)
F. Extend Using wave the prior Using wave the prior
knowledge of the students knowledge of the
in waves from Grade 7 students in waves from
(Forces and Motion) Grade 7 (Forces and
teacher will ask the Motion) teacher will ask
students: the students:
What type of wave is What type of wave is a
seismic? seismic wave?

56
 Seismic wave is a Seismic wave is a
mechanical wave since it mechanical wave since it
needs a medium to needs a medium to
propagate. propagate.
G. Evaluate Teacher will use rubric in Teacher will use rubric in
assessing the output of assessing the output of
the students in the activity the students in the
performed. activity performed.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
on the 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 with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

57
 Activity No. __________

Investigating Earthquake Waves

Objectives:
1. Explain how earthquake travel within and in the surface of the Earth.
2. Define Seismic wave.

Materials:
1 basin or large container 2pcs - nails
Styrofoam
String

ENGAGE Question: How do earthquakes travel in the earth?

Hypothesis: _________________________________________

Procedure A. Construction of house Model.

1. Using a Styrofoam create two (2) miniature house models.
Make sure that the base is balance when it is placed
in the water.

2. At the bottom part of the miniature house insert the

String with a nail attached at one end.

Procedure B. Creating water waves.

1. Fill the basin/container with water.
2. When the water at the container/basin is steady place
the miniature houses with at least 15 cm
away from each other.
3. Ask one member of the group to vigorously
Tap the right side of the container until
Continuous ripples are created in the water.
4. observe the movement of the house and the
nails.

ANALYSIS:

Observation:
1. What causes the movement of the houses?
2. In this set-up, tell what each part represents:
a. The basin and the water.
b. The houses:
c. The part of the basin where you tap.
3. Differentiate the movement of the house to the movement of the nails.
4. Is the shaking the same at both houses? How intensity does vary from
the distance to the focus?

CONCLUSION:
_____________________________________________________________

58
Teachers Guide
Investigating Earthquake Waves

Objectives:
1. Explain how earthquake travel within and in the surface of the Earth.
2. Define Seismic wave.

Materials:
1 basin or large container 2pcs - nails
Styrofoam
String

ENGAGE:
Question: a. How do earthquakes travel in the earth?

Hypothesis: _________________________________________

Procedure A. Construction of house Model.

1. Using a Styrofoam create two (2) miniature house models.
Make sure that the base is balance when it is place
in the water.

2. At the bottom part of the miniature house insert the

String with a nail attached at one end.

Procedure B. Creating water waves.

1. Fill the basin/container with water.
2. When the water at the container/basin is steady place
the miniature houses with at least 15 cm
away from each other.
3. Ask one member of the group to vigorously
Tap the right side of the container until
Continuous ripples are created in the water.
4. observe the movement of the house and the
Nails.

ANALYSIS:

Observation:
1. What causes the movement of the houses?
The continuous tapping at the side of the container created ripples/waves that
cause the houses and the nails to move.
2. In this set-up, tell what each part represents:
a. The basin and the water- earths ground
b. The houses- the epicenter/places affected by earthquake
c. The part of the basin where you tap-focus of the earthquake.
3. Differentiate the movement of the house to the movement of the nails.
The houses move up and down while, the nails in the water move back and forth.
4. Is the shaking the same at both houses? How intensity does vary from the
distance to the focus? The house near the focus experienced stronger shaking
than the other house. This suggest that places at the epicenter will experience
higher intensity and magnitude thus causing more damage at these areas.

CONCLUSION: ___________________________________________________________

59
Strong Quake Rattles Davao Region
Roel Pareño (The Philippine Star) - December 30, 2018 - 12:00am

ZAMBOANGA CITY , Philippines — A strong earthquake of magnitude 7.10

struck off Davao Oriental yesterday, triggering a tsunami alert that was recalled
some two hours later.

An Intensity 2 aftershock was reported later yesterday at 5:13 p.m. or almost

six hours after the 11:39 a.m. earthquake.

Philippine Institute of Volcanology and Seismology (Phivolcs) regional

monitoring officer Allan Rommel Labayog said preliminary plotting indicated the
tremor occurred at some 162 kilometers southeast of Governor Generoso town
in Davao Oriental.

The United States Geological Survey (USGS) said the earthquake struck 193
kilometers east of General Santos City, at a depth of 60 kms. Labayog said the
quake was at the depth of 49 kms and felt mostly in the Davao provinces but
even as far as Sulu.

The USGS initially said the magnitude of the quake was 7.2 but later
downgraded it to 6.9. There were no reports of casualties or damage from the
earthquake.

Labayog said the earthquake was triggered by a tectonic movement near the
Philippine Trench.

The Pacific Tsunami Warning Center initially said “hazardous tsunami waves
were possible within 300 km of the epicenter,” along the coasts of the
Philippines, Indonesia and the Pacific island nation of Palau.

About two hours after the quake struck, the center said there was no longer a
tsunami threat.

The earthquake reportedly lasted about a minute and people rushed out of
buildings but there was no major damage.

“I was at the front desk and saw the chandeliers swaying,” Jonna Ramos, who
works at the Anchor Hotel in General Santos City, told Reuters by telephone,
adding that all guests and staff had left the building but later went back in.

Indonesian media also said there were no reports of damage.

The Philippines and Indonesia are both on the Pacific “Ring of Fire,” a horse-
shoe shaped band of volcanoes and fault lines circling the edges of the Pacific
Ocean.

Indonesia had been struck by two serious tsunamis this year.

60
The first followed a 7.5 magnitude quake on the west coast of Sulawesi island
in September. More than 2,000 people were killed.

The second tsunami struck a week ago, on Saturday evening, when part of a
volcanic island collapsed in the Sunda Strait, between Java and Sumatra
islands, generating tsunami waves that killed more than 400 people.

In the Philippines, Labayog said intensity 5 was felt in the areas of Gov.
Generoso, Davao Oriental, Glan Sarangani, Koronadal City; intensity 4 in the
cities of Kidapawan, General Santos, Tupi town in South Cotabato, Kiamba in
Sarangani, Mati City, Manay town, Davao Oriental and Davao City.

Intensity 3 was felt in Makilala town, North Cotabato, Valencia City, Manolo
Fortich in Bukidnon, Cagayan de Oro City, Maitum town, Sarangani, Tagum
City, Mabini in Compostela, Tacloban City and Palo in Leyte.

Intensity 2 tremor rocked areas in Surigao City, Kadinglan and Don Carlos,
Bukidnon, Tagoloan and El Salvador City in Misamis Oriental, M’lang town of
North Cotabato, Surallah, South Cotabato. In Zamboanga City, the quake was
felt at intensity 1.

He said the Phivolcs national center immediately raised warning of minor sea
level disturbances, including strong currents.

“The concerned public is advised to be on alert for unusual waves,” Labayog

said, quoting an earlier Phivolcs advisory.

The advisory indicated that based on the tsunami models and early tide gauge
records of tsunami in the Philippine Sea, coastal areas are expected to
experience waves of less than one meter above the normal tide levels.

It was initially stated in the Phivolcs advisory that the first tsunami waves – not
the largest – would arrive between noon and 2 p.m yesterday.

Phivolcs had also advised people to stay away from the beach until the threat
of tsunami was over.

The advisory also called on those living near the shoreline of affected areas to
move farther inland while owners of boats in harbors, estuaries or shallow
coastal waters were told to secure their vessels. – Rhodina Villanueva, Jaime
Laude

61
School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter II

1 meeting

I.OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard • the relationship between faults and
earthquakes
B. Performance The learners should be able to…
Standard 1. participate in decision making on where to build
structures based on knowledge of the location of
active faults in the community
2. Make an emergency plan and prepare an
emergency kit for use at home and in school.
C. Learning LC:
Competencies/ • Explain how earthquake waves provide
Objectives information about the interior of the earth
(Write the LC (S8ES-IIc-17)
code
for each) Objective:
a. Differentiate the characteristics of P waves and
S waves.

II.CONTENT Investigating Earthquake Waves

(Understanding P Waves and S Waves)

III.LEARNING
RESOURCES
H. References
1. Teacher’s 88
Guide pages
2. Learner’s Science 8 p. 135-136
Materials Science 10 p. 33
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
5. Other Learning
Resources

62
IV.PROCEDURE A B
A. Elicit
Recall of the previous Recall of the previous
lesson: lesson:
• Definition of seismic • Definition of
waves. seismic waves.
• Seismic waves • Seismic waves
propagation. propagation.
B. Engage Teacher will ask the recall Using a slinky the
lesson on waves from teacher will
Grade 7. Teacher will ask: demonstrate
• What type of wave Longitudinal and
is Seismic wave? Transverse waves.
Since the question was • Students will
given as assignment describe the
the students must movement of the
answer that Seismic wave and recall
wave is a mechanical concepts learned
wave. in Grade 7
Waves.
• How will transverse The teacher will ask:
wave and 1. What type of
longitudinal affects wave is seismic
the earth’s wave?
materials (rocks, Since the question
magma etc.) if this was given as
type of wave assignment the
passed through it? students must
answer that Seismic
Using students’ prior wave is a
knowledge they will recall mechanical wave.
the characteristics of
Longitudinal and 2. What will happen
Transverse waves. to the rocks
This question should be inside the earth
used to introduce the as these waves
activity. pass through?
This question should be
used to introduce the
activity.

C. Explore Teacher will group the Teacher will group the

students (preferably group students (preferably
must compose of 5-6 group must compose of
members only to 5-6 members only to
encourage cooperation). encourage
Teacher will cite the cooperation).
objectives of the activity.

63
 (Students will perform Teacher will cite the
activity on Investigating P objectives of the
and S waves) activity.
Output of the Students
should follow the format: (Students will perform
a. Question/ Problem activity onInvestigating
b. Hypothesis/ Prediction P and S waves)
c. Observations/ Result Output of the Students
d. Conclusion should follow the
format:
a. Question/ Problem
b. Hypothesis/
Prediction
c. Observations/ Result
d. Conclusion
D. Explain Students present their Students present their
output in the class. output in the class.
• Teacher process the a. Teacher process
output of the the output of the
students. students.
• Ask them to b. Ask them to
synthesize their synthesize their
understanding about understanding
P waves and S about P waves
waves by relating and S waves by
the result of the relating the result
activity to the of the activity to
characteristics of P the concept of
and S waves. seismic waves.
Focus question: Focus question:
a. Differentiate P a. Differentiate P
waves and S waves waves and S waves
based on its based on its
propagation. propagation.
P waves are longitudinal P waves are
wave. longitudinal wave.
The energy travel parallel The energy travel
to the direction where the parallel to the direction
wave is travelling. where the wave is
S waves are transverse travelling.
wave. S waves are transverse
The energy travel wave.
perpendicular to the The energy travel
direction where the wave is perpendicular to the
travelling. direction where the
b. How will these seismic wave is travelling.
waves affect the b. How will these
medium it passed seismic waves affect
through? the medium it passed
through?

64
 As P waves passes As P waves passes
through a medium e.g through a medium e.g
rocks, the particles are rocks, the particles are
push back and forth push back and forth
parallel to the motion of the parallel to the motion of
wave, Pwave travel faster the wave, Pwave travel
than S wave since it is the faster than S wave
first wave generated. While since it is the first wave
S wave pushes the particle generated. While S
up and down or wave pushes the
perpendicular to the particle up and down or
movement of the wave. perpendicular to the
movement of the wave.
E. Elaborate Teacher will discuss the Teacher will discuss the
different types of seismic different types of
waves following the seismic waves following
diagram: the diagram:

for a clearer image refer to for a clearer image refer

Science 10 Teachers Guide to Science 10 Teachers
page 33. Guide page 33.

Using a video, teacher Using a video, teacher

show how each type of show how each type of
seismic wave propagates seismic wave
although teacher should propagates although
only give emphasis on P teacher should only give
and S waves. Surface emphasis on P and S
wave (Love and Rayleigh waves. Surface wave
wave) will be discussed in (Love and Rayleigh
science 10. wave) will be discussed
Focus: in science 10.
• Movements and speed Focus:
of P and S waves • Movements and
• Effects of P and S speed of P and S
waves’ propagation to waves
its medium (solid and • Effects of P and S
liquid) waves’ propagation to
its medium (solid and
liquid)

65
 F. Extend Research on the properties Research on the
of the Interior part of the properties of the Interior
Earth part of the Earth
G. Evaluate Teacher will use rubric in Teacher will use rubric
assessing the output of the in assessing the output
students in the activity of the students in the
performed. activity performed.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
on the 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 with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

66
 Activity ______

Understanding P and S Waves

Objective:
Differentiate the characteristics of P waves and S waves

Materials:
4 - Helixes (Slinkys) 4 pcs- bulldog clips 1 shoebox

Question: What happen when P and S wave propagates?

Hypothesis: ________________________________________________

Procedure A:
1. Construct a seismic wave simulator by attaching a box to the Slinkys using
bulldog clips. The output should be similar to this picture

2. Five students, the 'observers', each hold on to the

unattached end of a 'slinky', so it is stretched out Y Y
loosely across the room.

3. Another person — 'the earthquake' — should

stand at X and give the box a repeated push and pull.
Z
Procedure B.

1. What happens if the earthquake push is at Y instead?

2. Now repeatedly push the box at Y, with the 2 observers on the opposite
side of the box with different length of the slinky.
3. What do you notice about the arrival time
of the pulse at each of these observers?

ANALYSIS
Observation:
1. What are the motion created in the slinkies
At point Y and Z?
2. What type of mechanical wave is created in point
`Y and in point Z?
3. How did the arrival time of the wave varies based
on the length of the slinkies at procedure B.
4. If these waves are created during earthquake,
How will these waves affect the rocks or other earth material
beneath the Earth?

CONCLUSION: _________________________________________________

67
 Activity
Understanding P and S Waves

Objective:
Differentiate the characteristics of P waves and S waves

Materials:
4 - Helixes (Slinkys) 4 pcs- bulldog clips 1 shoebox

Question: What happen when P and S waves propagate?

Hypothesis: ____________________________________________________

Procedure A:
1. Construct a seismic wave simulator by attaching a box to the Slinkys
using bulldog clips. The output should be similar to this picture

2. Five students, the 'observers', each hold on to the

unattached end of a 'slinky', so it is stretched out
Y Y
loosely across the room.

3. Another person — 'the earthquake' — should

stand at X and give the box a repeated push and pull.

Z
Procedure B.

1. What happens if the earthquake push is at Y instead?

2. Now repeatedly push the box at Y, with the 2 observers on the
opposite side of the box with different length of the slinky.
3. What do you notice about the arrival time
of the pulse at each of these observers?

ANALYSIS
Observation:
1. What are the motions created in the slinkies
At point Y and Z? at point Y, the slinkies
Created a snake like motion,where it move sideby
Side. At point Z, the slinkies move forward and
backward creating compression and rarefraction.
2. What type of mechanical wave is created in point
Y and in point Z? Point Y creates a Transverse waves while
At point Z creates Compressional waves.
3. How did the arrival time of the wave varies based
on the length of the slinkies at procedure B.
4. If these waves are created during earthquake,
How will these waves affect the rocks or other earth material
beneath the Earth?

CONCLUSION: _________________________________________________

68
School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter

2 meetings

I.OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard • the relationship between faults and
earthquakes
B. Performance The learners should be able to…
Standard 1. participate in decision making on where to build
structures based on knowledge of the location of
active faults in the community
2. Make an emergency plan and prepare an
emergency kit for use at home and in school.
C. Learning LC:
Competencies/ • Explain how earthquake waves provide
Objectives information about the interior of the earth
(Write the LC (S8ES-IIc-17)
code
for each) Objective:
• Explain how earthquake waves provide
information about the interior of the Earth.

II. CONTENT Investigating Earthquake Waves

• How earthquake waves provide information
about the interior of the Earth

Concept: The speed, behavior in different media and

the angle of refraction and reflection of P and S
waves provide information on the properties and
characteristics of the earth’s interior.
III.LEARNING
RESOURCES
A. References
1. Teacher’s 88
Guide pages
2. Learner’s Science 8 p. 135-136
Materials Science 10 p. 45
pages
3. Textbook
pages
4. Additional
Materials
from

69
 Learning • http://www.bgs.ac.uk/discoveringGeology/haza
Resource rds/earthquakes/activities/UnderstandingSeism
(LR) portal icWaves.html

B. Other Learning
Resources
IV.PROCEDURE A B
A. Elicit Recall of the previous
lesson:
• Definition of P wave
and S wave
B. Engage Teacher will post the Teacher will post the
picture below: picture below:

Source:https://i0.wp.com/ww Source:https://i0.wp.com/w
w.healthline.com/hlcmsresou ww.healthline.com/hlcmsre
rce/images/News/ultrasound source/images/News/ultras
-header.jpeg?w=1155 ound-header.jpeg?w=1155

Teacher will ask: Teacher will ask:

1. Why do pregnant 1. Why do pregnant
women need women need
ultrasound test? ultrasound test?
Ultrasound helps the Ultrasound helps the
doctor provide check doctor provide check
on the baby’s health on the baby’s health
and development. It and development. It
also determines the also determines the
age, growth, gender age, growth, gender
and if there is a defect and if there is a
in the baby while in the defect in the baby
womb. while in the womb.
2. How does 2. How does
sonogram works? sonogram works?
Ultrasound imaging Ultrasound imaging uses
uses sound waves sound waves to produce
to produce pictures pictures of what is inside
of what is inside the the body. Sound waves
body. Sound waves are emiited from the
are emiited from piezoelectric crystal
the piezoelectric where electrical signals
crystal where is converted to

70
 electrical signals is mechanical vibrations,
converted to as this vibrations passed
mechanical through various body
vibrations, as this tissues, it is
vibrations passed
through various
body tissues, it is
reflected back to reflected back to
the transducer the transducer
creating an image creating an image
in the ultrasound in the ultrasound
screen. screen.
Source: Abu-Zidan F. et. Source: Abu-Zidan F. et.
Al. Clinical Ultrasound Al. Clinical Ultrasound
Physics. Retrieved from Physics. Retrieved from
https://www.ncbi,nlm.nih.g https://www.ncbi,nlm.nih.
ov. gov.

Teacher will discuss few Teacher will discuss few

information about information about
ultrasound based on ultrasound based on
sound wave propagation) sound wave
propagation)
Teacher will ask one
student to enumerate the Teacher will ask one
interior part of the earth student to enumerate the
based on the given interior part of the earth
assignment. based on the given
Focus question: assignment.
1. Say that the earth Focus question:
is the same as the 3. Say that the earth
womb of the is the same as the
mother, how did womb of the
scientist know mother, how did
these parts? scientist know
2. How scientists do these parts?
used seismology in 4. How scientists do
studying the interior used seismology
part of the earth? in studying the
Since the students has no interior part of the
prior knowledge on earth?
seismic waves, answers Since the students has
on these questions may no prior knowledge on
vary seismic waves, answers
Teacher will use these on these questions may
questions to introduce the vary
activities. Teacher will use these
questions to introduce
the activities.

71
C. Explore Teacher will group the Teacher will group the
students (preferably group students (preferably
must compose of 5-6 group must compose of
members only to 5-6 members only to
encourage cooperation). encourage cooperation).
Teacher will cite the Teacher will cite the
objectives of the activity. objectives of the activity.

(Students will perform (Students will perform

activity on Human Wave) activity on Human Wave)
In this activity students In this activity students
will learn qualitatively and will learn qualitatively
quantitatively that the and quantitatively that
speed of seismic waves the speed of seismic
varies in different medium. waves varies in different
Refer to activity sheet for medium. Refer to activity
the instruction) sheet for the instruction)

D. Explain Students present their Students present their

output in the class. output in the class.

• After the • After the

presentation of the presentation of
results of the the results of the
activity. The activity. The
teacher will process teacher will
the output of the process the
students using the output of the
Venn diagram students using the
presented by each Venn diagram
group. presented by
each group.
E. Elaborate Using a simulation Using a simulation
application the teacher will application the teacher
deepen the students will deepen the students
understanding by understanding by
answering the following answering the following
questions: questions:

Source: Source:
http://www.bgs.ac.uk/disco http://www.bgs.ac.uk/dis
veringGeology/hazards/ea coveringGeology/hazard
rthquakes/activities/Under s/earthquakes/activities/
standingSeismicWaves.ht UnderstandingSeismicW
ml aves.html
(note: if internet is not (note: if internet is not
available in the school the available in the school
teacher may use this the teacher may use this
picture picture

72
Source: Science 10.
Learners Material p. 45. Source: Science 10.
Learners Material p. 45.
Focus questions:
1. How scientist did Focus questions:
used seismic 1. How scientist did
waves in studying used seismic
the interior part of waves in studying
the earth? the interior part of
Seismologist uses the earth?
the seismic Seismologist uses
analysis data to the seismic
determine the analysis data to
interior of the earth, determine the
these data primarily interior of the
compose of the earth, these data
seismic waves primarily compose
speed, reflection of the seismic
and refraction waves speed,
angle. reflection and
2. How do refraction angle.
characteristics of 2. How do
each seismic wave characteristics of
vary from each each seismic
layer (Teacher will wave vary from
give information each layer
about P and S (Teacher will give
shadow zone). information about
Teacher will P and S shadow
discuss the zone). Teacher
changes in seismic will discuss the
waves speed based changes in
on the molecular seismic waves
arrangement of speed based on
each medium. the molecular
3. The teacher will ask arrangement of
the class to predict each medium.
the possible effects 3. The teacher will
of these seismic ask the class to

73
 waves to predict the
infrastructures in possible effects of
the epicenter. these seismic
Students answers may waves to
vary infrastructures in
the epicenter.
Students answers
may vary

F. Extend
G. Evaluate Teacher will use rubric in Teacher will use rubric in
assessing the output of assessing the output of
the students in the activity the students in the
performed. activity performed.

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned
80% on the
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 with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did I
encounter

74
 which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

75
 Activity
HUMAN WAVE

Objectives:
1. Distinguish between P and S waves based on:
a. Speed
b. Direction of wave motion relative to wave propagation
c. Materials through which they propagate.
2. Explain how P and S waves provides evidence for earth’s interior.

Materials:
Timer Venn Diagram Worksheet

Procedure:
A. PROPAGATION OF P WAVE IN SOLID
1. Each group should line up 2m from shortest to tallest.
2. Group must assign one member as the earthquake, another one
member as the timer and the other members as the medium.
3. Student will face left with each member facing the back of the other
members. Each member will place both hands at the shoulder of
the member in front of them; the position of the students should be
similar to this.

First Medium Last Earthquake

4. The “Earthquake” will push the last member of the “medium”.

5. The “timer” will record the time beginning from the movement of the
last member in the medium until the first member moves.
6. Repeat the 4-5 three times.

B.PROPAGATION OF P WAVE IN LIQUID,.

1. Follow procedure 1-2. However this time hands should not touch the
shoulder of the members in front of them or at least it is 10 inches
away from the shoulder. The position should be similar to this.

76
Medium Earthquake
 2. Repeat procedures4-6.
3. The time should be recorded in the table provided below.

C.PROPAGATION OF S WAVE IN SOLID

1. Member will lined side by side with interlocking arms. The position
should be similar to this.

Medium Earthquake

2. The earthquake will pull the last member of the medium backward
and forward. The timer again will record the time from the
movement of the last member until the first member move then
stop.
3. Repeat procedure number 2 three times.

D. PROPAGATION OF S WAVE IN LIQUID.

1. Repeat procedure C.1, however this time arm will not interlock with the
other arms. Position should be similar to this.

Medium Earthquake
2. Repeat procedures C2 to C3.

Table 1. RECORDED TIME OF SEISMIC WAVES AT DIFFERENT MEDIA

SEISMIC TIME RECORDED

MEDIUM AVERAGE SPEED
WAVE Trial 1 Trial 2 Trail 3
SOLID
P WAVE
LIQUID
SOLID
S WAVE
LIQUID

77
 * To calculate the speed divide the average time by 2 m(which is the
length of the line of the students in the activity.)

Questions:
1. Differentiate the speed of P waves and S waves at different media.
2. In case of earthquake, which seismic wave will be felt first? Last?
3. Compare and contrast the characteristics of P waves and S waves
using a Venn Diagram.

P-wave S-wave

4. How does Earth scientist use the properties/characteristics of P waves

and S waves in studying the interior of the earth?

78
RUBRICS FOR ASSESSING STUDENTS’ ACTIVITY

CRITERIA 4 3 2 1 Score
Accuracy of Information Information Information Information
the answers contains no contains contains contains
error. minimal minimal many
error, none of errors, of errors.
which interferes which
with the clarity interferes with
of the clarity of
communication communication
Execution of Group followed Group followed Group did not Group is
the Activity the instructions the instructions follow some of topsy-turvy
and was but other the instructions during the
organized members are while members activity.
during the not are idle during
activity participating. the activity
Time Members Members finish Members finish Members do
management finished ahead on time with on time with not finish on
of time with complete data incomplete time with
complete data data incomplete
data

PERFORMANCE TASK

Performance Standard:
1. Participate in decision making on where to build structures based on
knowledge of the location of active faults in the community
2. Make an emergency plan and prepare an emergency kit for use at
home and in school.

Situation:

Your group is the newly hired Rescue team of the Municipal Disaster Risk
Reduction Management Office. You are task to conduct an Earthquake Drill at
the School which is near to the identified active fault line by PHIVOLCS. As
instructed by the MDRRM Team Leader your task is to:

a. Provide a plan/map of the school with designated evacuation or escape

place safe for the students in case of earthquake.
b. Conduct a training for Survival Kit Preparation of the materials needed
before, during and after the Earthquake.

79
SCORING RUBRIC TO ASSESS THE STUDENTS EVACUATION PLAN/
MAP

Criteria 4 3 2 1
Plan Evacuation Evacuation Evacuation Evacuation
All information plan reflects plan is plan is plan is not
from the student mostly done partially done
instructions but some done
creativity and
information
given is on the effort and is or content is
evacuation completely missing
plan. done.

Work quality / The work The work Work is done Work is

effort done was done with fair done with
demonstrates with good effort; quality little effort,
full effort that quality is not
effort that is still not
the learner is what the
proud of. The shows what what the learner is
effort that the learner learner is capable of.
was put into is capable capable of. It It is evident
this task is of. It is is evident that the
the best it evident that that the work work was
can be. time was missing rushed and
little time
put into this elements.
was spent
poster. on the final
project.
Work is
incomplete.

Attractiveness The The The The

attractive in Evacuation Evacuation Evacuation Evacuation
terms of plan is plan is plan is plan is
design, layout exceptionally, attractive in acceptably distractedly
and neatness detailed in terms of attractive, messy or
terms of design, though it poorly
design, layout and may be a bit designed.
layout and neatness unorganized
neatness.
Evacuation Created an Created an Created an Have not
Route Map exceptionally Evacuation Evacuation included an
well thought Route that Route, but it Evacuation
out route with is specific in is Route
details. case of incomplete,
disaster incorrect, or
irrelevant

80
SCORING RUBRIC FOR SURVIVAL KIT
(Adapted from Science 10 Learners Material page 33.)

81
 SAMPLE ASSESSMENT
Multiple Choice:

Direction: Choose the letter of the correct answer.

1. Which of the following is defined as a continuous influx of large waves with

heights of greater than 5 meters that is usually triggered by strong underwater
earthquakes?
a. Rupture b. Tsunami
c. Liquefaction d. Sand boil

2. Which of the following is true about tsunamis and earthquakes?

a. All earthquakes produce tsunamis
b. All tsunamis produce strong earthquakes
c. Strong underwater earthquakes may produce tsunamis
d. Strong tsunamis may produce light underwater quakes

3. Which of the following is the most likely source of tsunamis?

a. Underwater Subduction zones
b. Rift valleys
c. Underwater mountains
d. Tropical Cyclones

4. The following are signs of an impending tsunami except:

a. Strong earthquake near coastal areas
b. Loud, continuous roaring sound from the sea
c. Strange and abrupt change in the sea level
d. Dogs howling all at once

5. If you are living near coastal areas, which of the following steps would help
you to prepare if ever tsunami threatens your locality?
a. Prepare a ‘Go Bag’
b. Create an evacuation plan to a higher ground
c. Orient family members about reunification protocols after evacuation
d. All of these

6. Earthquake provides information about the interior of the earth because

seismic waves ______________

a. Release materials from within the earth.

b. Travel within the earth at constant velocity.
c. Travel at different velocities through different materials.
d. Alter radioactive decay rates of rocks within.

82
 7. Which conclusion based on the analysis of seismic waves support the
idea that the outer core is liquid?
a. S-waves are transmitted through the outer core.
b. S-waves are not transmitted through the outer core.’
c. P-waves are transmitted through the outer core.
d. P-waves are not transmitted through the outer core

8. How does the energy of the of an earthquake travel through the earth?
a. Seismic waves carry the energy of an earthquake away from the
focus, through the earth’s interior and across the surface.
b. Seismic waves carry the energy of an earthquake toward from the
focus, through the earth’s interior and across the surface.
c. During an earthquake, seismic waves move toward the focus and
epicenter then move out in all direction.
d. Seismic waves stays in the focus then travel in the earth’s interior.

9. How do particle move during the passage of S waves through the

rock?
a. in rolling elliptical motion
b. back and forth parallel to the direction of wave travel
c. Perpendicular to the direction of wave travel.
d. the particles do not move.

10. How do particle move during the passage of P waves through the
rock?
a. back and forth parallel to the direction of wave travel
b. in a rolling circular motion.
c. back and forth perpendicular to the direction of wave travel.
d. the particles do not move.

Answers:

1. b
2. c
3. a
4. d
5. d
6. c
7. b
8. a
9. c
10. a

83
 UNPACKED LEARNING COMPETENCY

SCIENCE 8
Quarter: II

Learning
Content Performance
Content Competen Code
Standard Standard
cy
Understanding The learners The learners Explain S8ES
Typhoons demonstrate shall be able how – IId –
2.1 How understanding to: typhoons 18
typhoons of: develop
develop demonstrate
2.2 Why the The formation precautionary
of typhoons measures S8ES
Philippines is
and their before, during, Infer why – IId –
prone to
movement and after a the 18
typhoons
within the PAR typhoon Philippines
2.3 How
including is prone to
landforms
advisories, typhoons
and bodies of
water affect storm signals,
typhoons and calls for
within the evacuation
Philippine given by
Area of government
Responsibility agencies in
(PAR) charge.

Learning Explain how typhoons develop. (S8ES – IId – 18)

Competency/
Code:
Unpacked (Objectives) Time Frame
Learning
Competency: 1. Describe a tropical cyclone.
2. Identify the conditions that favor the
formation of a tropical cyclone
3. Illustrate the formation of a tropical
cyclone 2 meetings
4. Explain how tropical cyclones
develop.
5. Recognize precautionary measures
before, during and after a typhoon.

84
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date 2 meetings Quarter Second
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the
formation of typhoons and their movement within the
PAR.
B. Performance The learners should be able to demonstrate
Standard precautionary measures before, during and after a
typhoon, including following advisories, storm signals,
and calls for evacuation given by government
agencies in charge.
C. Learning LC: Explain how typhoons develop. S8ES-IId-18)
Competencies/
Objectives Objectives:
(Write the LC code 1. Describe a tropical cyclone.
for each) 2. Identify the conditions that favor the formation
of a tropical cyclone.
3. Illustrate the formation of a tropical cyclone.
4. Explain how tropical cyclones develop.
5. Recognize precautionary measures before,
during, and after a typhoon.

II. CONTENT How Typhoons Develop

• In tropical oceans, the water in the oceans’
surface layer heated by the direct solar radiation.
As a result, the air above the tropical oceans is
characterized by high temperature and humidity,
resulting in air inflation that easily leads to low
density per unit volume of air. Weak wind near the
equator causes the lighter air to soar and incur
convection that further attracts inflow of
surrounding cooler air. The intake air then warms
up and soars again, creating a positive feedback
cycle that eventually forms in air column with high
temperature, light weight and low density. This is
how the tropical depression forms.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Unit 2, p 89-92
pages
2. Learner’s Unit 2 Module, p 138-139
Materials pages
3. Textbook pages

85
 4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Exploring Life Through Science p.431
Resources

IV. PROCEDURE A B
A. Elicit -Begin by asking the Begin by asking the
students what they students what they
commonly experience commonly experience
during typhoons. during typhoons.
(heavy rain, strong wind) (heavy rain, strong wind)
B. Engage -Show the students a Show the students a
picture of a typhoon taken picture of a typhoon
from a satellite high above taken from a satellite
the earth. high above the earth.
-Let them describe the -Let them describe the
picture shown.(“bagyo”, picture shown.(“bagyo”,
moving around a center) moving around a center)
-At this point, explain what -At this point, explain
we call bagyo is called what we call bagyo is
tropical cyclone by called tropical cyclone
scientist. by scientist.
-Then ask the following -Then ask the following
focus questions: questions:
• What is a tropical • What is a tropical
cyclone? cyclone?
• How do tropical • How do tropical
cyclones develop? cyclones develop?
• What conditions favor • What conditions favor
the formation of a the formation of a
tropical cyclone? tropical cyclone?

Note: Gather/write Note: Gather/write

students’ responses on students’ responses on
the board/manila paper. the board/manila paper.
Suspend judgement. Suspend judgement.
(Revisit students’ (Revisit students’
responses to these responses to these
questions during the questions during the
explain/elaborate explain/elaborate
phase) phase)
C. Explore -Present a video clip on Present a video clip on
formation of a tropical formation of a tropical
cyclone. cyclone.
“How Hurricanes Really “How Hurricanes Really
Form”, e Meteorology Form”, e Meteorology

86
 “Visualization Project- “Visualization Project-
Typhoon” DOST v Science Typhoon” DOST v
for the People Science for the People
(https:/www.youtube.com/ (https:/www.youtube.co
watch?v=UKL9NIxLIIE) m/watch?v=UKL9NIxLIE

TASK: TASK:
1. Study the questions 1. Study the questions
before watching the video. before watching the
2. Watch the video silently. video.
3. Answer the questions 2. Watch the video
by group (manila paper silently.
and pen). 3. Answer the questions
by group (manila paper
Guide questions: and pen).
1. Where do tropical
cyclones form? Guide questions:
(ocean ,land, atmosphere) 1. Where do tropical
2. What are the conditions cyclones form?
that favor the formation of 2. What are the
a tropical cyclone? Warm conditions that favor the
air, light upper level wind, formation of a tropical
moist air) cyclone?
3. Illustrate the formation 3. Complete the
of a tropical cyclone. illustration on how a
4. Explain how typhoons tropical cyclone forms?
develop? 4. Explain how typhoons
develop?

D. Explain -Representative from each Representative from

group presents the output. each group presents the
-Process students’ output.
responses/ output. -Process students’
-Help students generalize responses/ output.
the concepts on how -Help students
typhoons develop. generalize the concepts
on how typhoons
develop.
E. Elaborate Emphasize the following Emphasize the following
concepts: concepts:
• What is a tropical • What is a tropical
cyclone? cyclone?
(System of (System of
thunderstorm moving thunderstorm moving
around a center) around a center)

• How do tropical • How do tropical

cyclones develop? cyclones develop?

87
 Tropical cyclones Tropical cyclones
development has the development has the
following stages following stages
1. Warm air rises 1. Warm air rises
2. Warm moist air rises 2. Warm moist air
leaving low rises leaving low
pressure area. pressure area.
3. Air from surrounding 3. Air from
high pressure areas surrounding high
rushes towards low pressure areas
pressure areas. rushes towards
4. As warm air rises, it low pressure
cools off and form areas.
clouds 4. As warm air rises,
5. More clouds form it cools off and
and wind speed form clouds
picks up as the 5. More clouds form
coriolis effect and wind speed
causes the wind to picks up as the
spiral as it rises. As coriolis effect
the wind rotates causes the wind
faster LPA turns to spiral as it
into tropical rises. As the wind
depression and rotates faster LPA
may eventually turns into tropical
become a typhoon. depression and
may eventually
• What conditions favor become a
the formation of a typhoon.
tropical cyclone?
(warm moist air, • What conditions favor
light upper level the formation of a
winds ) tropical cyclone?
(warm moist air,
light upper level
winds )

Students watch another -Students watch another

video clip on typhoon video clip on typhoon
formation. formation.
“How Hurricanes Are “How Hurricanes Are
Formed” The Times of Formed” The Times of
India India

After the video clip, After the video clip,

present the categories of a present the categories of
tropical cyclone a tropical cyclone

88
 Table 1. Categories of a Table 1. Categories of a
tropical cyclone tropical cyclone
Category Maxim Category Maxim
um um
wind wind
speed speed
(kph) (kph)
Tropical 64 Tropical 64
depression depression
Tropical storm 118 Tropical storm 118
Typhoon 200 Typhoon 200
Supertypoon Greate Supertypoon Greate
r than r than
200 200

F. Extend Ask students to make a Ask students to make a

role play/ report or any role play/ report or any
other presentation on other presentation on
precautionary measures precautionary measures
before, during and after a before, during and after
typhoon, including a typhoon, including
following advisories, storm following advisories,
signals and calls for storm signals and calls
evacuation to minimize for evacuation to
impacts on human lives. minimize impacts on
human lives.
G. Evaluate Activity-embedded Activity-embedded
assessment assessment
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
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 with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?

89
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

90
 Attachment 2
Activity

TROPICAL CYCLONE DEVELOPMENT ILLUSTRATION

5. ______________________
3. ____________________
________________________
______________________

1. ________________
4. _________________

__________________

2. __________________________

___________________________
26.5 0 C

Attachment 2
Sample Answers from the Activity
Intended for EXPLORE part of the DLP

91
 Teacher Guide

TROPICAL CYCLONE DEVELOPMENT ILLUSTRATION

5. As the winds rotate faster,

3. Water vapor condenses LPA becomes a tropical
and forms clouds cyclones

1. Warm air rises

4. Coroilis effect causes
the air to spiral as it
rises
2. Air from surrounding high
pressure areas rushes towards the
low pressure area 26.5 0 C

UNPACKED LEARNING COMPETENCIES

92
 UNPACKED LEARNING COMPETENCY

SCIENCE 8
Quarter: II

Learning
Content Performance
Content Competen Code
Standard Standard
cy
Understanding The learners The learners Explain S8ES
Typhoons demonstrate shall be able how – IId –
1.1 How understanding to: typhoons 18
typhoons of: develop
develop demonstrate
1.2 Why the The formation precautionary
Philippines is of typhoons measures
and their before, during, Infer why S8ES
prone to
movement and after a the – IId –
typhoons
within the PAR typhoon Philippines 18
1.3 How
including is prone to
landforms
advisories, typhoons
and bodies of
water affect storm signals,
typhoons and calls for
within the evacuation
Philippine given by
Area of government
Responsibility agencies in
(PAR) charge.

Learning Infer why the Philippines is prone to typhoons (S8ES – IId

Competency/ – 19)
Code:
Unpacked (Objectives) Time Frame
Learning
Competency: 1. Determine where tropical cyclone
starts to form.

2. Describe the direction/path of the

typhoon that comes from the Pacific 2 meetings
ocean.

3. Explain why is the Philippines prone

to typhoons

93
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date Quarter II
2 meetings
I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard
the formation of typhoons and their movement within
the PAR

B. Performanc The learners should be able to…

e 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

C. Learning LC:
Competencie The learners should be able to infer why the
s/ Objectives Philippines is prone to typhoon. (S8ES-IId-19)
(Write the LC
code Objectives:
for each) 1. Determine where tropical cyclone starts to form
2. Describe the direction/path of the typhoon that
comes from the Pacific ocean
3. Explain why the Philippines is prone to typhoon
II. CONTENT Understanding Typhoons
1.2 Why the Philippines is prone to typhoon

Concept:

Our country is very prone to typhoon due to its

topographical location wherein it lies in the most
tropical cyclone-prone waters on Earth, making it
susceptible to typhoons.

III. LEARNING
RESOURCES
1. Reference
s
2. Teacher’s pp.89-95
Guide
pages

94
 3. Learner’s pp.142-143
Materials
pages
4. Textbook
pages
5. Additional https://www.slideshare.net/mobile/search/slideshow?/q=
Materials Why+the+Philippines+is+prone+to+typhoon++rose+biejo
from
Learning https://news.abs-cbn.com/nation/regions/11/06/13/what-do-
Resource during-after-super-typhoon
(LR)
portal https://www.youtube.com/watch?v=4wrgrJwYdy8&feature=s
hare

B. Other
Learning
Resources
IV. PROCEDURE A B
A. Elicit Recall the previous lesson Recall the previous lesson

Using diagram recall how Using diagram recall how

typhoon is formed typhoon is formed
(https:www (https:www
1.pagasa.dost.gov.ph) 1.pagasa.dost.gov.ph)

Or the teacher may show Or the teacher may show

a video about typhoon. a video about typhoon.

B. Engage When was the last When was the last

typhoon that hit our town typhoon that hit our town
(country)? (country)?

(ex. Nona – Dec. 14, (ex. Nona – Dec. 14,

2015, Ompong – Sept 2015, Ompong – Sept
2018) 2018)

Our country is hit by an Our country is hit by an

average of 20 tropical average of 20 tropical
cyclones every year cyclones every year
according to PAGASA. according to PAGASA.

Focus question: Focus question:

Why do you think our Why do you think our
country is prone to country is prone to
typhoon? typhoon?
You will find out in the You will find out in the
activity that you will activity that you will
perform perform
C. Explore Teacher will group the Teacher will group the
students (preferably 5-6 students (preferably 5-6

95
 members only to members only to
encourage cooperation). encourage cooperation).

Teacher will explain the Teacher will explain the

objectives of the activity. objectives of the activity.

• (Students will • (Students will

perform activity perform activity
entitled: Why the entitled: Why the
Phil.is prone to Phil.is prone to
typhoon? typhoon?

See Attachment 1 See Attachment 2

D. Explain Ask each group Ask each group

representative to present representative to present
the results of their the results of their
activity/output activity/output

Process students’
Process students’ responses
responses
Go back to the focus
Go back to the focus question and solicit
question and solicit students’ answer based
students’ answer based on the result of activity
on the result of activity
The Philippines’ evident
risk to natural disasters is
The Philippines’ evident due to its location. The
risk to natural disasters is country is surrounded by
due to its location. The large bodies of water and
country is surrounded by faces the Pacific Ocean
large bodies of water and where 60% of the world’s
faces the Pacific Ocean typhoon are made.
where 60% of the world’s
typhoon are made.

E. Elaborate Have you experienced Have you experienced

strong typhoon that hit our strong typhoon that hit our
town? town?
When did it happen? When did it happen?
What was the name of the What was the name of the
typhoon that brought so typhoon that brought so
much destruction? much destruction?

• The last typhoon • The last typhoon

that hit our town that hit our town
was typhoon was typhoon

96
 “Nona”( Dec. 14, “Nona”( Dec. 14,
2015) that toppled 2015) that toppled
down most of the down most of the
town folks houses town folks houses
and brought so and brought so
much destruction in much destruction in
the agricultural the agricultural
crops of the crops of the
farmers. farmers.

Why is our country prone Why is our country prone

to typhoon? to typhoon?

* Our country (Philippines * Our country (Philippines

is often hit by typhoon is often hit by typhoon
because of its topographic because of its topographic
location. Typhoon starts at location. Typhoon starts at
a latitude closer to the a latitude closer to the
equator) equator)

F. Extend To minimize/lessen To minimize/lessen

destructions brought by destructions brought by
disasters such as typhoon disasters such as typhoon
one must be prepared and one must be prepared and
aware. What should you aware. What should you
do if there is an advisory do if there is an advisory
that there is an incoming that there is an incoming
typhoon? typhoon?

* During typhoon, During typhoon, everyone

everyone is advised to is advised to stay inside
stay inside the house. the house. Always keep
Always keep yourself yourself updated with the
updated with the latest latest weather report.
weather report. Evacuate Evacuate if you need to,
if you need to, bring bring clothes, food, water,
clothes, food, water, and and first aid kit,
first aid kit, candle/flashlight, battery
candle/flashlight, battery powered radio etc. If safe
powered radio etc. If safe drinking water is not
drinking water is not available, boil water for at
available, boil water for at least 20 minutes.
least 20 minutes.

G. Evaluate Activity embedded Activity embedded

assessment assessment
V. REMARKS

97
 VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned
80% on the
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 with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

98
 Attachment 1

For Advance Learners

Why Is the Philippines Prone to Typhoon?

I.OBJECTIVES:

After performing the activity, the students should be able to:

1. Determine where tropical cyclone starts to form

2. Describe the direction/path of the typhoon that comes from the
Pacific Ocean
3. Explain why the Philippines is prone to typhoon

Shown below are the tracks (path) of two tropical cyclones that entered the
PAR in the past years. Study the maps and answer the following questions.

Typhoon Yolanda (December 14, 2015) Typhoon Ompong (September 17, 2018)

Questions:

a.) Where do tropical cyclones start to form?

b.) In what direction do the tropical cyclones move?

c.) What places in our country were hit by the two tropical cyclones?
Where did they die out?
d.) Based on the given data, why is the Philippines prone to typhoon?

99
 Attachment 2

For Average Learners

Why Is the Philippines Prone to Typhoon?

I.OBJECTIVES:

After performing the activity, the students should be able to:

1. Determine where tropical cyclone starts to form

2. Describe the direction/path of the typhoon that comes from the

Pacific Ocean
3. Explain why the Philippines is prone to typhoon

Study the picture and answer the following questions below.

Typhoon Ompong (September 17, 2018)

Guide Questions:

a. Where do you think tropical cyclone Ompong start to form?

b. How would you describe the direction of the movement of tropical
cyclone Ompong?
c. What places in our country were hit by this tropical cyclones?
d. If you are located far away from the Pacific Ocean, do you think
typhoon will still occur as often as we experienced?
e. Based on the given data, explain why the Philippines is prone to
typhoon.

100
101
 UNPACKED LEARNING COMPETENCY

SCIENCE 8
Quarter: II
Content Performance Learning
Content Code
Standard Standard Competency
How landforms and The learners The learners Explain how S8ES
bodies of water demonstrate shall be able landmasses – IIe –
affect typhoons understanding to: and bodies 20
within the of: of water
Philippine Area of demonstrate affect
Responsibility The formation precautionary typhoons.
(PAR) of typhoons measures
and their before,
movement during, and
within the PAR after a
typhoon
including
advisories,
storm signals,
and calls for
evacuation
given by
government
agencies in
charge.

Learning Explain how landmasses and bodies of water affect

Competency/ typhoons. S8ES – IIe– 20
Code:
Unpacked (Objectives) Time Frame
Learning
Competency: 1. Identify the specific landmasses that
affect typhoon
2 meetings
2. Explain how landmasses affect
typhoons

3. Identify bodies of water within the

Philippines
2 meetings
4. Explain how bodies of water affect
typhoons

Conduct Assessment 1 meeting

102
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date Quarter II
2 meetings
I. OBJECTIVES
A. Content The learners demonstrate understanding of..
Standard the formation of typhoons and their movement within the
PAR
B. Performance The learners shall be able to: participate in activities that
Standard lessen the risks brought by typhoons

C. Learning LC: Explain how landmasses and bodies of water affect

Competencies/ typhoons.
Objectives (S8ES-IIe-20)
(Write the LC
code Objectives:
for each) 1. Identify the specific landmasses that affect
typhoon.
2. Explain how landmasses affect typhoon.

II. CONTENT How Landmasses Affect Typhoon

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Exploring Life Through Science Series K -12 Curriculum
pages by Josefina Ma. Ferriol S. Pavico, Anna Cherrylle
Morales- Ramos, Aristea V. Bayquen, Angelina A.
Silverio, John Donnie A. Ramos (Author-Coordinator)
p.439-440
4. Additional
Materials from
Learning
Resource (LR)
portal

103
B. Other Learning https://www.thoughtco.com/leeward-and-windward-sides-
Resources of-mountain-3444015 Gonzalo
Azumendi/Photolibrary/Getty Images (URL for mountain
with clouds) Date Accessed: April 26, 2019

URL : https://youtu.be/BozpWb3rA3c (Science Leeward

and Windward CJ Studios (Date accessed: Monday,
April 15, 2019, 6:27:18 PM

URL: https://youtu.be/R0M6gwbniQI (Weather Basics -

Orographic Uplift) (Date accessed: Thursday, February
21, 2019, 10:07:15 PM)

URL: https://youtu.be/H9ZK1CnjCFo (Lesson Overview

Orographic Effect) (Date Accessed: Today, April 27,
2019, 8:34:08 AM)

IV. PROCEDURE A B
A. Elicit Review the understanding Review the understanding
learned by the students learned by the students
when they were in Grade 7 when they were in Grade 7
on this: Describe the on this: Describe the
location of the Philippines location of the Philippines
with respect to the with respect to the
continents of the world continents of the world

What are the different What are the different

landmasses that surrounds landmasses that surrounds
the Philippines. the Philippines?

Answer: Philippine Answer: Philippine

Archipelago, Archipelago, Asian
Asian Continent, Malay Continent, Malay
Peninsula, Isthmus of Kra, Peninsula, Isthmus of Kra,
Indonesian Archipelago, Indonesian Archipelago,
Australian Continent Australian Continent

B. Engage Guess Me Game: Given the map below label

Students will be given it with the name of the
strips of paper with the following landmasses.
name of different A. Guess Me Game:
landmasses that surrounds Students will be given
the Philippines and they strips of paper with the
will put/label it in a large name of different
map on the board. landmasses that surrounds
the Philippines and they

104
 will put/label it in a large
map on the board.

Focus Question:

• Does land masses

have an effect on Focus Question:
the occurrence of • Does land masses
typhoon? have an effect on
the occurrence of
Possible Answers: typhoon?
Yes, It has an effect
because the landmass Possible Answers:
block the upcoming Yes, It has an effect
typhoon in the area. because the landmass
block the upcoming
2.Why are some parts of typhoon in the area.
the Philippines often hit by
typhoons and some are 2.Why are some parts of
not? the Philippines often hit by
typhoons and some are
Possible Answer: not?
Because of different
geographical locations Possible Answer:
such as the presence of Because of different
mountain that block the geographical locations
upcoming typhoon. such as the presence of
* Let the students define mountain that block the
the following terms: upcoming typhoon.
.
• Orography- the * Making Connections:
study of the
formation and Ask sixteen students to
topography of form two lines of equal
mountains and hills. number and give the first
• Orographic lifting line strips of cartolina with
occurs when air written words and the
flows over second line strips of
mountains and is
cartolina with written
forced to rise,
causing rain or snow meanings of each word
over the mountains then let them find their pair

105
 which is called to connect the words to
orographic each meaning.
precipitation.
• Condensation- Orography
process of gas or
water vapor into Orographic lifting
liquid water.
• Evaporation – Condensation
process of changing
water into vapor
• Windward side- the Evaporation
side of the mountain
facing the ocean or Leeward side
sea
• Leeward side- Windward side
sheltered side or the
Rain shadow
other side of the
mountain
• Rain shadow- a dry
the study of the
area in the leeside
which can be at risk formation and
for droughts. topography of
• Precipitation- the mountains and hills
quality of water
falling to earth at
occurs when air flows
specific place within
over mountains and
a specified period of
is forced to rise,
time.
causing rain or snow
over the mountains
which is called
orographic
precipitation.

process of changing
gas or water vapor
into liquid water.

process of changing
water into vapor

the side of the

mountain facing the
ocean or sea
sheltered side or the
other side of the
mountain

106
 a dry area in the
leeside which can
be at risk for
droughts.

the quality of water

falling to earth at
specific place within
a specified period of
time.

B. Explore Activity 1. Missing Link Video Analysis

Procedure: Have a video presentation

1. The participants about Orographic Effect
describe the process and Science leeward and
of Orographic windward.
precipitation. 1. Science leeward and
windward side CJ
2. The processes written Studios
on the strips of paper 2. Lesson Overview
will be labelled on the orographic effect
drawing.
The students will be group
Sun heats up into 4 and answer the
a. bodies of water following questions.
and landmass.
Questions:
Water vapor
condenses and 1.What is the video clip all
b. form clouds and about?
rain.
2.Where did the warm
moist air go?
Wind with water
c. vapor hits the 3.What happens to the
mountain slope warm moist air that will
and moves up. carried up to the mountain?

Cool air 4.How about the dry air,

descends but where did it go?
d. dries up through
evaporation 5.What do you call to that
dryer side of a mountain?
e. Water heats up
and evaporates. 6.Based on the video, what
is the difference between
leeward side and windward
side?

107
C. Explain Each group will have a
representative to present Presentation of the output.
their output.
• Each group will have
Possible answer: a representative to
present their output
and to answer Guide
Questions.
• Process student’s
output by assessing
answer on the guide
questions.
• Have a teacher-
student conversation
Guide Questions; about the two videos
presented.
1. Enumerate the
process of Questions:
orographic
precipitation . 1.What is the video clip all
about?
Answer: It is about
Answer: orographic uplift and
1. Sun heats up bodies leeward and windward side
of water and
landmass. 2.Where did the warm
2. Water heats up and moist air go?
evaporates. Answer: The warm moist
3. Wind with water air gets carried up by wind
vapor hits the to the top of a mountain.
mountain slope and 3.What happens to the
moves up. warm moist air that will
4. Water vapor carried up to the mountain?
condenses and form
clouds and rain. Answer: It condenses and
5. Cool air descends precipitates before it
but dries up through reaches the ground.
evaporation
4.How about the dry air
where did it go.

108
 Answer: The dryer air goes
to the other side of a
mountain.

5.What do you call to that

dyer side of a mountain?

Answer: The dryer side of a

mountain is called rain
shadow which is also
called the leeward side.

6.Based on the video, what

is the difference between
leeward side and windward
side?

Answer: Winward side is

the side of a mountain that
is facing into the direction
that the wind is coming
from. In short that is the
side that faces the sea
while leeward side is the
sheltered side or the other
side of the mountain.

D. Elaborate * Show a picture of a Show a picture of a

mountain with clouds. mountain with clouds.

Question: Question:
1. What can you say 1. What can you say
about the picture? about the picture?

Answer: It is a picture of a Answer: It is a picture of a

mountain with some clouds mountain with some clouds
that forms on either side of that forms on either side of
the mountain. the mountain.

2. Why is it that there 2. Why is it that there

are more clouds on are more clouds on
the other side of the the other side of the
mountain? mountain?
OR OR

Activity. Missing Link

109
VIDEO ANALYSIS
1. Science leeward and Procedure:
windward side 1. The participants
describe the process
2. Lesson overview of Orographic
orographic effect precipitation.

The teacher will present 2 2. The processes were

video clips about Leeward arranged on a strips
and Windward side and of paper.
Orographic Effect that affects
typhoon then students will Sun heats up
a. bodies
answer the following of
questions: water and
landmass.
1. What is the video clip
all about?
b. Water vapor
Answer: It is about condenses
orographic uplift and and form
leeward and clouds and
windward side. rain.
2. Where did the warm
moist air go?
Answer: The warm
moist air gets carried
up by wind to the top
of a mountain.

3. What happens to the Wind with

warm moist air that c. water vapor
will carried up to the hits the
mountain? mountain
slope and
Answer: It condenses and moves up.
precipitates before it
reaches the ground.
d.
4. Where did dry air go? Cool air
descends but
Answer: The dryer air dries up
goes to the other side of a through
mountain. evaporation
5. What do you call to
that dyer side of a
mountain? e.
Water heats
Answer: The dryer side of up and
a mountain is called rain evaporates.

110
 shadow which is also
called the leeward side.
Arrange the process of
6. Based on the video Orographic precipitation by
clip, what is the labeling
difference between
the drawing below.
leeward side and
windward side?

Answer: Winward side

is the side of a
mountain that is
facing into the
direction that the wind
is coming from. In
short that is the side
Possible answer:
that faces the sea
while leeward side is
the sheltered side or
the other side of the
mountain.

Guide Questions;

1. Enumerate the
process of
orographic
precipitation.
2. Sun heats up bodies
of water and
landmass.
3. Water heats up and
evaporates.
4. Wind with water
vapor hits the
mountain slope and
moves up.
5. Water vapor
condenses and form
clouds and rain.
6. Cool air descends
but dries up through
evaporation

E. Extend Weather -Basics Orographic Weather Basics Orographic

Uplift uplift

111
VIDEO ANALYSIS VIDEO ANALYSIS

The teacher will present a The teacher will present a

video clip about Weather video clip about Weather
basics- Orographic uplift then basics- Orographic uplift then
students will answer the students will answer the
following questions: following questions:

1. What is the video clip 1. What is the video clip

all about? all about?

Answer: The video clip is all Answer: The video clip is all
about orographic uplift and about orographic uplift and
that occurs when air flows that occurs when air flows
over mountains and is over mountains and is
forced to rise, causing rain forced to rise, causing rain
or snow over the or snow over the
mountains which is called mountains which is called
orographic precipitation. orographic precipitation.
2. Based on the video 2. Based on the video
clip about orographic clip about orographic
precipitation, how precipitation, how
landmasses affect landmasses affect
typhoon? typhoon?

Answers: Answers:
- Landmasses affects - Landmasses affects
typhoon because it typhoon because it
disrupts the direction disrupts the direction
of the wind coming of the wind coming
from the ocean as it from the ocean as it
moves up to the moves up to the
mountain and this mountain and this
will weaken the will weaken the
typhoons because of typhoons because of
the lack of energy to the lack of energy to
supply the needed supply the needed
moisture in the air. moisture in the air.
And when the same And when the same
mass of air move mass of air move
down on the other down on the other
side of the mountain side of the mountain
it contains less it contains less
amount of water amount of water
vapor. vapor.

- Mountain ranges act - Mountain ranges act

as barriers to the as barriers to the
flow of air across the flow of air across the

112
 surface of the earth. surface of the earth.
When a parcel of When a parcel of
warm air travels warm air travels
from a low valley from a low valley
region to the foothills region to the foothills
of a mountain range, of a mountain range,
it is forced to rise it is forced to rise
along the slope of along the slope of
the mountain as it the mountain as it
encounters higher encounters higher
terrain. As the air terrain. As the air
lifted up the lifted up the
mountain slope, it mountain slope, it
cools as it rises (a cools as it rises (a
process of adiabatic process of adiabatic
cooling). This cooling). This
cooling often results cooling often results
in the formation of in the formation of
clouds, and clouds, and
eventually, eventually,
precipitation which precipitation which
falls on the falls on the
windward slope and windward slope and
at the summit. at the summit.

F. Evaluate Multiple choice Multiple choice

1. Which situation 1. Which situation

weakens a typhoon? weakens a typhoon?

a. When it moves away a. When it moves away

from land from land
b. When it moves over b. When it moves over
the land the land
c. When it moves at c. When it moves at
high altitude high altitude
d. When it moves over d. When it moves over
the water the water

2. Precipitation usually 2. Precipitation usually

falls on this side of a falls on this side of a
mountain. mountain.
a. Wind ward a. Wind ward
b. Eastward b. Eastward
c. Leeward c. Leeward
d. Westward d. Westward

3. The following 3. The following

happens in the happens in the

113
 leeward side leeward side
EXCEPT____. EXCEPT____.
a. Temperature a. Temperature
decreases decreases
b. Temperature b. Temperature
increases increases
c. Little or no c. Little or no
precipitation precipitation
d. Sinking air d. Sinking air

4. Which of the 4. Which of the

following Best following Best
describes the cause describes the cause
of a rain shadow? of a rain shadow?
a. A decrease in a. A decrease in
temperature along temperature along
with condensation of with condensation of
water vapor. water vapor.
b. An increase in b. An increase in
temperature along temperature along
with condensation of with condensation of
water vapor water vapor
c. A decrease in c. A decrease in
temperature along temperature along
with the evaporation with the evaporation
of water vapor. of water vapor.
d. An increase in d. An increase in
temperature along temperature along
with the evaporation with the evaporation
of water vapor. of water vapor.

5. In regard to the 5. In regard to the

orographic effect, orographic effect,
the blue arrow the blue arrow
represents ______. represents ______.

a. the rain shadow a. the rain shadow

b. the windward side b. the windward side
c. the leeward side c. the leeward side
d. all of the answers d. all of the answers
are correct. are correct.

114
 6. At which setting will 6. At which setting will
orographic lifting orographic lifting
occur? occur?
a. a flat plain a. a flat plain
b. a large forest b. a large forest
c. a mountain range c. a mountain range
d. a sandy dessert d. a sandy dessert

7. An example of 7. An example of
orographic clouds orographic clouds
would be would be
a. clouds forming over a. clouds forming over
warm ocean current warm ocean current
b. clouds forming on b. clouds forming on
the windward slope the windward slope
of a mountain of a mountain
c. Clouds forming c. Clouds forming
behind a jet air behind a jet air
plane plane
d. Clouds formed by d. Clouds formed by
surface heating surface heating

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have

115
 caught up with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

116
Group ________________ Date:___________________

Missing Link

Objectives:
Describe the process of orographic precipitation.

Procedure:

1. Use the statement on the box below to describe the process of

orographic precipitation.
2. Using the statements on the box be able to label the drawing below

Water vapor Wind with water

Sun heats up
condenses and vapor hits the
bodies of water
form clouds and mountain slope
and landmass.
rain. and moves up.
Wind with water
Water heats up vapor hits the
and evaporates. mountain slope
and moves up.

117
https://www.thoughtco.com/leeward-and-windward-sides-of-mountain-3444015

Gonzalo Azumendi/Photolibrary/Getty Images

118
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date Quarter 2nd
2 days
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of..
the formation of typhoons and their movement
within the PAR
B. Performance The learners shall be able to: participate in
Standard activities that lessen the risks brought by
typhoons

C. Learning LC : Explain how landmasses and bodies of

Competencies/ water affect typhoons.
Objectives (S8ES-IIe-20)
(Write the LC code
for each) Objectives:
1. Identify the specific bodies of water that
affect typhoon.
2. Explain how bodies water affect
typhoon.

II. CONTENT How Bodies of Water Affect Typhoon

• Large bodies of water can have an effect

on the strength of typhoons that hit
adjacent land masses. These bodies of
water determine whether the air
temperature will be warm or cold, or if the
relative humidity will be high or low.
• Typhoons gain energy from warm ocean
water and lose energy over cold water.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Exploring Life Through Science
page 440

4. Additional
Materials from

119
 Learning Resource
(LR) portal
B. Other Learning
Resources URL for tropical cyclone formation
https://www.slideshare.net/chairenotorioretiro/ppt-
science-8-lesson-1-2nd-quarter?qid=824b6585-7108-
4100-baa0-fd40294e4fd7&v=&b=&from_search=12

IV. PROCEDURE A B
A. Elicit Recall: Recall:
Why is the Why is the Philippines
Philippines prone to prone to typhoons?
typhoons?
Answer: The
Answer: The Philippines is prone to
Philippines is prone typhoons because of
to typhoons because its geographical
of its geographical locations.
locations.
Where do tropical
Where do tropical cyclones come from?
cyclones come from?
Answer. Typhoon
Answer. Typhoon start over the ocean.
start over the ocean. They form over warm
They form over warm water near the
water near the equator.
equator.
How is typhoon
How is typhoon formed?
formed?
Answer: Typhoons
Answer: Typhoons develop or formed
develop or formed over the ocean.
over the ocean. Sunlight causes the
Sunlight causes the water to evaporate.
water to evaporate. As the warm moist air
As the warm moist air rises to higher
rises to higher atmosphere, it
atmosphere, it condenses to form
condenses to form clouds.
clouds.

B. Engage Have a short recall Have a short recall on

on the different the different bodies of
bodies of water that water that surrounds
surrounds the the Philippines.
Philippines.

120
Can you identify the What are the different
different bodies of bodies of water that
water that surrounds surrounds the
the Philippines? Philippines?

Answer: Answer:
Philippine Sea Philippine Sea
South China Sea South China Sea
Indian Ocean Indian Ocean
Pacific Ocean Pacific Ocean
Given the map below
Given the map below label it with the
label it with the following bodies of
following bodies of water. Philippine Sea,
water. Philippine Sea, South China Sea,
South China Sea, Indian Ocean, Pacific
Indian Ocean, Pacific Ocean, Sulu Sea,
Ocean, Sulu Sea, Celebes Sea
Celebes Sea

Why are some parts

Why are some parts of the Philippines
of the Philippines often hit by typhoon
often hit by typhoon and some are not?
and some are not?
Possible Answer:
Possible Answer: Because of different
Because of different geographical
geographical locations such as the
locations such as the presence of mountain
presence of mountain that block the
that block the upcoming typhoon
upcoming typhoon and because we are
and because we are surrounded by large
surrounded by large bodies of water.
bodies of water.
How do bodies of
How do bodies of water affects
water affects typhoon?
typhoon?

121
 (take note of (take note of students’
students’ responses) responses)
C. Explore Activity 1. Missing Activity 1. Missing
Link Link
Procedure: Procedure:
1. The students 1. The students
describe the describe the
process on how process on
bodies of water how bodies of
affects typhoon. water affects
typhoon.
2. The processes
were arranged 2. The processes
on a strips of were arranged
paper. on a strips of
paper.
Warm ocean
a. water (more Warm ocean
than 27˚C) a. water (more
than 27˚C)
provides
provides
energy for the
energy for the
typhoon and
typhoon and
causes more
causes more
evaporation
evaporation
making humid
making humid
air and
air and
clouds.
clouds.
Light winds
c. Light winds
outside the
b. outside the
typhoon
steer it and typhoon
let it go. steer it and
let it go.
c.
Winds c. Winds
coming coming
together together
force air force air
upward. upward.

Winds flow Winds flow

outward outward
d. above the above the
storm, d. storm,
allowing allowing
the air the air
below to below to
rise. rise.

122
 Humid air Humid air
e. rising makes rising makes
e.
the clouds of the clouds of
the storm the storm

Arrange the process

on how water affects Arrange the process
typhoon by labeling on how water affects
the drawing. typhoon by labeling
the drawing.

D. Explain
Each group will have Each group will have
a representative to a representative to
present their output. present their output.

Possible answer: Possible answer:

Guide Questions; Guide Questions;

3. Can you 4. Can you

enumerate the enumerate the
process on process on
how bodies of how bodies of
water affects water affects
typhoons. typhoons.

Warm ocean Warm ocean

water (more water (more
than 27˚C) than 27˚C)
a. a.
provides energy provides energy
for the typhoon for the typhoon
and causes and causes
more more
evaporation evaporation
making humid making humid
air and clouds. air and clouds.

123
 b. b.
Winds Winds
coming coming
together together
force air force air
upward. upward.
c. c.
Winds flow Winds flow
outward above outward above
the storm, the storm,
allowing the air allowing the air
below to rise. below to rise.

d. Humid air d. Humid air

rising makes rising makes
the clouds of the clouds of
the storm the storm
e. e.
Light winds Light winds
outside the outside the
typhoon typhoon
steer it and steer it and
let it go. let it go.

E. Elaborate
Students will perform Students will perform an
an Activity entitled Activity entitled “Bodies
“Bodies of water affects of water affects
typhoon” typhoon”

Class will be divided Class will be divided

into groups and they into groups and they will
will be given tracking be given tracking data
data of a tropical of a tropical cyclone
cyclone

Questions:
Questions: 1. Which
1. Which provinces are
provinces are usually hit by
usually hit by typhoon?
typhoon?
Answer: Answer:
Provinces of Provinces of
Luzon. Luzon.

124
 2. Where do they 2. Where do they
intensify? intensify?
Answer: Answer:
Over a warm ocean. Over a warm ocean.

3. Where do they 3. Where do they

weaken and weaken and
die out? die out?

Answer: Answer:
Over the land. Over the land.

F. Extend Ask the students to

create a flow chart Make a graphic
about the processes sketch on how bodies
involved on how of water affects
bodies of water typhoon.
affects typhoon.
Answer: Answer:

Warm ocean water

(more than 27˚C)
provides energy for
the typhoon and
causes more
evaporation making
humid air and clouds

Winds coming
together force air
upward

Winds flow
outward above the
storm, allowing
the air below to
rise.

125
 Humid air rising
makes the clouds
of the storm

Light winds outside

the typhoon steer
it and let it go

G. Evaluate
Multiple choice: Multiple choice:

1. Which 1. Which situation

situation strengthens a
strengthens a typhoon?
typhoon? a. when it moves
a. when it moves over land
over land b. When it
b. When it moves moves over
over water water
c. When it moves c. When it
away from moves away
land from land
d. When it moves d. When it
at high altitude moves at high
altitude
2. Which of
following 2. Which of
bodies of following bodies
water affects of water affects
typhoon typhoon greatly?
greatly?
a. Pasig river
a. Pasig river b. Bulusan lak
b. Bulusan lake c. Pacific
c. Pacific Ocean ocean
d. Sorsogon bay d. Sorsogon
bay
3. Sea surface
temperatures 3. Sea surface
must be____ temperatures must
degrees be ____ degrees
Celsius or Celsius or warmer
warmer for a for a typhoon
typhoon formation and
formation and sustenance.
sustenance.

126
 a. 27˚C
a. 27˚C b. 12˚C
b. 12˚C c. 25˚C
c. 25˚C d. 20˚C
d. 20˚C

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
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 with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

127
Group ________________ Date:___________________

Activity
Missing Link

Objective:
Describe the process on how bodies of water affect typhoon.

Procedure:

1. Use the statement on the box below to describe the process on how
bodies of water affects typhoon.
2. Using the statements on the box be able to label the drawing below

Warm ocean
water (more than Winds coming
Light winds outside
27˚C) provides together force
the typhoon steer it
energy for the air upward.
and let it go.
typhoon and
causes more
evaporation
making humid air Humid air rising
Winds flow
and clouds. makes the clouds
outward above
the storm, of the storm
allowing the air
below to rise.
.

128
129
 UNPACKED LEARNING COMPETENCIES

SCIENCE 8
Quarter: ____2nd_____

Content Performance Learning

Content Code
Standard Standard Competency
How The learners The learners Trace the path (S8ES-
landforms and demonstrate shall be able to: of typhoons IIf-21)
bodies of understanding of: participate in that enter the
water affect PAR using a
activities that
typhoons the formation of map and
within the lessen the risks tracking data.
typhoons and brought by
Philippine
their movement typhoons.
Area of
Responsibility within the PAR
(PAR)

Learning Trace the path of typhoons that enter the PAR using a
Competency/ map and tracking data.
Code: (S8ES-IIe-21)

Unpacked Time
(Objectives)
Learning Frame
Competency:
Plot the PAR using a map. 2 days

Trace the path of the l typhoons that enter

the PAR using a map and tracking data.
2 days
Describe the path of the typhoons that enter
the PAR.
Participate in any activities that help lessen 1 day
the risks brought by typhoon.

130
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date Quarter II
2 meetings
I. OBJECTIVES
A. Content The learners demonstrate understanding of the
Standard formation of typhoons and their movement within the
PAR.

B. Performance The learners should be able to participate in

Standard activities that lessen the risks brought by typhoons.

C. Learning LC: Trace the path of typhoons that enter the PAR
Competency/ using a map and tracking data.
Objectives (S8ES-IIf-21)
(Write the LC
code for each) Objective:

1. Plot the Philippine Area of Responsibility

(PAR)

II. CONTENT
Plotting the Philippine Area of Responsibility
(PAR)

• PAR – Philippine Area of Responsibility.

• PAGASA- Philippine Atmospheric Geophysical
and Astronomical Services Administration.
• The Philippine Area of Responsibility (PAR) is
an area of the Earth’s surface enclosing the
Philippines, Taiwan, Palau, Taiwan, and the
northern tip of Borneo. The Philippines monitors
the formation, arrival, movement, and track of
tropical cyclones within the PAR.
• The PAR is bounded by West Philippine Sea in
the West area, Pacific Ocean in the East, Bashi
Channel in the North, Sulu Sea and Celebes
Sea in the South.
• The PAR is bounded by the following
coordinates: 5˚N 115˚E, 15˚N 115˚E, 21˚N
120˚E, 25˚N 120˚E, 25˚N, 135˚E, 5˚N, 135˚E and
back.

131
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages 92-95
pages
2. Learner’s
Materials Pages 139- 143
pages
3. Textbook
pages
4. Additional
Materials Tracking data from PAGASA.
from URL: //bagong.pagasa.dost.gov.ph
Learning (Map of the Philippine Area of Responsibility PAR.)
Resource
(LR) portal
B. Other Learning
Resources Big map or tarp papel, projector, laptop
IV. PROCEDURE A B
A. Elicit Recall about latitude and Recall about latitude
longitude and longitude
(-latitude are the lines that (-latitude are the lines
come from the west to east that come from the
- equator is the 0 degree west to east
latitude - equator is the 0
- longitude are the lines that degree latitude
come from north to south - longitude are the
- prime meridian is the 0 lines that come from
degree longitude.) north to south
- prime meridian is
the 0 degree
longitude)

132
 Note: This can be
presented through
Note: This can be presented PowerPoint.
through PowerPoint.

B. Engage Pose a question: Pose a question:

1. Why is it necessary 1.Why is it necessary

for PAGASA to for PAGASA to
regularly monitor a regularly monitor a
tropical cyclone within tropical cyclone within
the PAR? the PAR?

Answer: It is necessary for Answer: It is

PAGASA to regularly necessary for
monitor a tropical cyclone PAGASA to regularly
within the PAR so that monitor a tropical
people would be aware cyclone within the
about the weather. PAR so that people
would be aware about
the weather.

2. What is meant by 2. What is meant

PAR.? by PAR?

133
 Answer: Philippine Area Answer: Philippine
of Responsibility Area of
Responsibility.
3. What comes to your
mind when you hear 3. What comes to
the word PAR? your mind
when you hear
Answer: the word PAR?
Philippine Area of
Responsibility Answer:
Philippine Area of
4. Do you know where Responsibility
the PAR is?
4. Do you know
where the PAR
Note: Take note of students’ is?
responses.
Note: Take note of
students’ responses.

C. Explore Students will perform an Students will perform

Activity entitled “Plotting the an Activity entitled
PAR “Plotting the PAR

Class will be divided into 1.Post an enlarged

four groups and each group Philippine map and its
will be given different vicinity on the board
questions about the activity.

Activity 1 Plotting the PAR

After performing this activity,

students’ should be able to:

1. read map,

2. given the latitude and

longitude of a tropical
cyclone, tell if it has entered
the Philippine Area of (Note: In case a large
Responsibility, and map is not available,
PowerPoint be used)
3. explain what is meant
when a typhoon has entered 2.Give the points of
the Philippine Area of latitude and longitude
Responsibility. lines of the PAR.

134
 (Note: The points of
Materials Needed: the PAR were written
on a strips of paper)
map of the Philippines and
vicinity, pencil Poin Latitude,
ts Longitude
Procedure: A 5˚N, 115˚E
B 15˚N, 115˚E
1. Plot the following C 21˚N, 120˚E
points on the map D 25˚N, 120˚E
below (Figure 2). E 25˚N, 135˚E
F 5˚N, 135˚E
Point Latitude,
s Longitude 3.Ask students to go
A 5˚N, 115˚E to the board in pairs
B 15˚N, 115˚E and student will plot
C 21˚N, 120˚E the points on the
D 25˚N, 120˚E map.
E 25˚N, 135˚E
F 5˚N, 135˚E 4 Other students will
connect the plotted
points.

5.What do you call

that region within the
connected plotted
points?

(The region within is

the Philippine Area of
Responsibility or
PAR).

(Note: Teacher may 6.How do you

provide/reproduce this map describe the PAR?
from page 141 of the
learner’s material) Answer:
.The PAR includes a
Question for the first group: big area east of the
Philippines because
Q1. If a typhoon is located at this is where most
15˚N, 138˚E, is it within the tropical cyclone come
PAR? from.
Answer: No, the typhoon is
outside the PAR. Q1. If a typhoon is
located at 15˚N,

135
Q2. How about if the 116˚E, is it within the
typhoon is at 19˚N, 117˚E, is PAR?
it inside the PAR? Answer: Yes, it is
Answer: No, the typhoon is inside the PAR.
outside the PAR.
Q2. How about if the
Question for the second typhoon is at 20˚N,
group: 136˚E, is it inside the
PAR?
Q1. If a typhoon is located at Answer: No, it is
17˚N, 134˚E, is it within the outside the PAR.
PAR?
Answer: Yes, the typhoon is
inside the PAR.

Q2. How about if the

typhoon is at 20˚N, 117˚E, is
it inside the PAR?
Answer: No, the typhoon is
outside the PAR.

Question for the third

group:

Q1. If a typhoon is located at

12˚N, 134˚E, is it within the
PAR?
Answer: Yes, the typhoon is
inside the PAR.

Q2. How about if the

typhoon is at 22˚N, 118˚E, is
it inside the PAR?
Answer: No, the typhoon is
outside the PAR.

Question for the fourth

group:

Q1. If a typhoon is located at

10˚N, 140˚E, is it within the
PAR?
Answer: No, the typhoon is
outside the PAR.

136
 Q2. How about if the
typhoon is at 8˚N, 116˚E, is
it inside the PAR?
Answer: Yes, the typhoon is
inside the PAR.

3. What does PAGASA do

when a typhoon enters the
Philippine Area of
Responsibility?

Answer:
When a typhoon enters the
Philippine Area of
Responsibility, the weather
bureau monitors the typhoon
path in order to warn the
public.
D. Explain
-Each group will have a 1.Process student’s
representative to present answer by assessing
their answers to Guide answer on the guide
Questions in the activity. question.

-Process student’s 2.What are the six

responses by plotting the points that are
points of latitude & longitude bounded with the
first on the big map, then PAR?
assess students’ answers on
the guide questions. 1 5˚N, 115˚E
2 15˚N, 115˚E
3 21˚N, 120˚E
4 25˚N, 120˚E
5 25˚N, 135˚E
6 5˚N, 135˚E
E. Elaborate Show a video entitled: Show a video entitled:
Napanahong Kaalaman Napanahong
(Philippine Area of Kaalaman (Philippine
Responsibility PAR) Area of Responsibility
URL: PAR)
URL:

137
 https://www.youtube.com/wa https://www.youtube.c
tch?v=wxFTftOEiDI om/watch?v=wxFTftO
EiDI
Guide Question:
Guide Question:
• 1. What does the acronym
PAR mean? • 1. What does the
acronym PAR mean?
• Answer: Philippine Area of
Responsibility • Answer: Philippine
Area of Responsibility
2. What does the
acronym PAGASA 5. What does the
mean? acronym
PAGASA
(Philippine Atmospheric
mean?
Geophysical and
Astronomical services (Philippine
Administration). Atmospheric
Geophysical and
3. According to the
Astronomical services
video, what is the
Administration).
total area of the
Philippine Area of 6. According to
Responsibility? the video what
is the total
Answer: 4,497,165 km2
area of the
4. What are the 5 Philippine Area
boundaries of the of
PAR in terms of Responsibility?
bodies of water and
Answer: 4,497,165
landmasses
km2
Answer:
7. What are the 5
West- West Philippine boundaries of
the PAR in
Sea terms of
East- Pacific Ocean bodies of water
and
North- Bashi Channel landmasses
South- Sulu Sea and
Celebes Sea Answer:
West- West Philippine
Sea
East- Pacific Ocean
North- Bashi Channel

138
 South- Sulu Sea and
Celebes Sea
F. Extend
1. Why is it called the • 1. Why is it called the
Philippine area of Philippine area of
responsibility given that the responsibility given
area includes Taiwan? that the area includes
Taiwan?
Answer: The reason
is meteorological: • Answer: The reason
weather disturbances is meteorological:
occurring in these weather disturbances
areas can potentially occurring in these
affect weather in the areas can potentially
Philippines, that is affect weather in the
why the defined area Philippines, that is
is included in the why the defined area
PAR. is included in the
PAR.
2.What is the
importance of • 2.What is the
knowing the importance of
Philippine area of knowing the
responsibility? Philippine area of
responsibility?
Answer:
• Answer:
-Understanding of
PAR makes people • -Understanding of
aware whether a PAR makes people
tropical cyclone may aware whether a
hit provinces, cities tropical cyclone may
and regions and hit provinces, cities
bring terrible and regions and bring
destruction to terrible destruction to
agricultural products, agricultural products,
houses and even houses and even
human lives. human lives.
-To provide
- To provide information about
information about flood, typhoon,
flood, typhoon, weather forecasts.
weather forecasts.
-For protection and
-For protection and security of life and
security of life and property.
property.

139
 -For support of -For support of
economic, economic,
productivity and productivity and
sustainable sustainable
development. development.

G. Evaluate I. Multiple Choice:

Identify the six points that Choose the letter of
are within the PAR and be the correct answer.
able to plot these points on a 1.What is the
map. meaning of PAR?
a. Philippine
Answer: Atmospheric
Relocation.
1 5˚N, 115˚E b. Philippine Area of
2 15˚N, 115˚E Responsibility.
3 21˚N, 120˚E c. Philippine
4 25˚N, 120˚E Allocation of
5 25˚N, 135˚E Restriction.
6 5˚N, 135˚E d. Philippine
Administration of the
Note: Teacher may provide Responsibility.
the students’ with answers
sheet ( small Map) for the 2. Is Borneo within
evaluation. the PAR?
a. Yes, because it still
inside the PAR.
b. Yes, but only the
area that is reached
the PAR.
c. No, because it is
located outside the
PAR.
d. No, because not all
the part is within the
PAR.

Key answers:
1.B
2.C

II. When does

PAGASA start
monitoring a
typhoon?

140
 Why should it closely
monitor a typhoon?

Answer:
PAGASA starts to
closely monitor a
typhoon as it enters
the Philippine Area of
Responsibility PAR. It
issues weather
bulletin in order to
inform the public of
the hazards that the
typhoon may bring.

II. When does PAGASA start

monitoring a typhoon?
Why should it closely
monitor a typhoon?

Answer:
PAGASA starts to closely
monitor a typhoon as it
enters the Philippine Area of
Responsibility PAR. It issues
weather bulletin in order to
inform the public of the
hazards that the typhoon
may bring.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation.

141
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 it
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other
teachers?

142
1st group:
Activity 1 Plotting the PAR

Objectives:

After performing this activity, you should be able to:

1. plot the Philippine Area of Responsibility.

2. given the latitude and longitude of a tropical cyclone, tell if it has

entered the Philippine Area of Responsibility, and

3. explain what is meant when a typhoon has entered the Philippine Area
of Responsibility.

Materials Needed:

Map of the Philippines and pencil

Procedure:

1. Plot the following points on the map (Figure 2).

143
 2. Connect the plotted points. The region within is the Philippine Area of
Responsibility or PAR. It is the job of PAGASA to monitor all tropical
cyclones that enter this area.

Q1. If a typhoon is located at 15˚N, 138˚E, is it within the PAR?

Q2. How about if the typhoon is at 19˚N, 117˚E, is it inside the PAR?

144
2nd group:
Activity 1 Plotting the PAR

Objectives:

After performing this activity, you should be able to:

1. plot the Philippine Area of Responsibility.

2. given the latitude and longitude of a tropical cyclone, tell if it has

entered the Philippine Area of Responsibility, and

3. explain what is meant when a typhoon has entered the Philippine Area
of Responsibility.

Materials Needed:

Map of the Philippines and pencil

Procedure:

1. Plot the following points on the map (Figure 2).

145
 2. Connect the plotted points. The region within is the Philippine Area of
Responsibility or PAR. It is the job of PAGASA to monitor all tropical
cyclones that enter this area.

Q1. If a typhoon is located at 17˚N, 134˚E, is it within the PAR?

Q2. How about if the typhoon is at 20˚N, 117˚E, is it inside the PAR?

146
3rd group:
Activity 1 Plotting the PAR

Objectives:

After performing this activity, you should be able to:

1. plot the Philippine Area of Responsibility.

2. given the latitude and longitude of a tropical cyclone, tell if it has

entered the Philippine Area of Responsibility, and

3. explain what is meant when a typhoon has entered the Philippine Area
of Responsibility.

Materials Needed:

Map of the Philippines and pencil

Procedure:

1. Plot the following points on the map (Figure 2).

147
 2. Connect the plotted points. The region within is the Philippine Area of
Responsibility or PAR. It is the job of PAGASA to monitor all tropical
cyclones that enter this area.

Q1. If a typhoon is located at 12˚N, 134˚E, is it within the PAR?

Q2. How about if the typhoon is at 22˚N, 118˚E, is it inside the PAR?

148
4th group:
Activity 1 Plotting the PAR

Objectives:

After performing this activity, you should be able to:

1. plot the Philippine Area of Responsibility.

2. given the latitude and longitude of a tropical cyclone, tell if it has

entered the Philippine Area of Responsibility, and

3. explain what is meant when a typhoon has entered the Philippine Area
of Responsibility.

Materials Needed:

Map of the Philippines and pencil

Procedure:

1. Plot the following points on the map (Figure 2).

149
 2. Connect the plotted points. The region within is the Philippine Area of
Responsibility or PAR. It is the job of PAGASA to monitor all tropical
cyclones that enter this area.

Q1. If a typhoon is located at 10˚N, 140˚E, is it within the PAR?

Q2. How about if the typhoon is at 8˚N, 116˚E, is it inside the PAR?

150
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date Quarter II
2 meetings
I. OBJECTIVES
A. Content The learners demonstrate understanding of the
Standard formation of typhoons and their movement within the
PAR.

B. Performance The learners should be able to participate in

Standard activities that lessen the risks brought by typhoons.

C. Learning Trace the path of typhoons that enter the PAR using
Competencie a map and tracking data. (S8ES-IIf-21)
s/ Objectives Objectives:
(Write the LC
code for 1. Trace the path of the latest typhoons that entered
each) the PAR using a map and tracking data.

II. CONTENT Tracking a Tropical Cyclone

➢ Typhoon paths follow three general directions

straight track, parabolic track and northward
track.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages Pages 97 – 99

2. Learner’s
Materials Pages 144-145
pages
3. Textbook
pages
4. Additional
Materials http://bagong.pagasa.dost.gov.ph/information/about-
from Learning tropical-cyclone (URL for Annual Tropical Cyclone
Resource Track)
(LR) portal
5. Other
Learning pagasa.dost.gov.ph
Resources

151
IV. PROCEDURE A B
A. Elicit Recall the previous lesson Recall the previous
about the PAR. lesson about the
PAR.
• 1. What does the acronym
PAR mean? • 1. What does the
acronym PAR mean?
• Answer: Philippine Area of
Responsibility • Answer: Philippine
Area of Responsibility
Post the tracking map with
the PAR on the board Post the tracking map
with the PAR on the
board.

Ask Question: What

Ask question: What are the are the six
six points-coordinates that points/coordinates
are within the PAR? that are within the
PAR?
1 5˚N, 115˚E
2 15˚N, 115˚E 1 5˚N, 115˚E
3 21˚N, 120˚E 2 15˚N, 115˚E
4 25˚N, 120˚E 3 21˚N, 120˚E
5 25˚N, 135˚E 4 25˚N, 120˚E
6 5˚N, 135˚E 5 25˚N, 135˚E
6 5˚N, 135˚E
B. Engage -Show video of Tropical -Show video of
Storm (Washi) Sendong Tropical Storm
near landfall 16 Dec 2011. (Washi) Sendong
https://www.youtube.com/watch near landfall 16 Dec
?v=oE6vxGPEKQw 2011.
https://www.youtube.co
Observe the direction of this m/watch?v=oE6vxGPEKQ
tropical cyclone w

152
 Based from the video, how Observe the direction
do you describe the of this tropical
direction/path of the cyclone
typhoon?
Based from the video,
Answer: Based from the how do you describe
video, tropical cyclones the direction/path of
follows a path or direction. the typhoon?
as it enters the PAR.
Answer: Based from
QUESTION: the video, tropical
How do you track a tropical cyclones follows a
cyclone that enters the path or direction as it
PAR? enters the PAR.
QUESTION:
Answer. We can trace the
How do you track a
path of the typhoon by
tropical cyclone that
looking at the latitude and
enters the PAR?
longitude coordinates.
Answer: We can trace
the path of the
typhoon by looking at
the latitude and
longitude coordinates
C. Explore • Students will perform an • Students will
Activity entitled “Tracking a perform an Activity
Tropical Cyclone” entitled “Tracking a
Class will be divided into Tropical Cyclone”
four groups. The groups will
be given different set Class will be divided
tracking data. into four groups and
they will be given
• Using a tracking data, they different set of
will determine the location tracking data.
and direction of a typhoon
that enters the PAR. • Using a tracking
data, they will
Note: The teacher may use determine the
the map in the previous location and direction
Activity (plotting the PAR) . of a typhoon that
enters the PAR.
Group I- Typhoon Glenda
Group II- Typhoon Gorio Note: The teacher
Group III- Typhoon Milenyo may use the map in
Group IV- Typhoon Nina the previous Activity
(plotting the PAR) .

153
 Group I- Typhoon
Reming
Group II- Typhoon
Rosing
Group III- Typhoon
Ruby
Group IV- Typhoon
Yolanda
D. Explain Each group will have a Each group will have
representative to present a representative to
their output. present their output.

Guide Questions: Guide Questions:

1. Which of the given 1.Which of the given

point/s is/are not point/s is/are not
within the PAR? within the PAR?

Answer: For typhoon Glenda Answer for Typhoon

Reming:
Points not within the PAR: Points not within the
13.3˚N, 135.4 ˚E PAR: 13.9˚N, 114.6˚E
13.3 ˚N, 136.4 ˚E
16.5 ˚N, 115 Answer for typhoon
Rosing:
Answer: for Typhoon Gorio Points not within the
PAR 15.3˚N, 114.9˚E
Points not within the PAR
Answer for typhoon
17.7 ˚N, 115.2 ˚E Ruby::
18.3 ˚N, 113.9 ˚E Points not within the
19.3 ˚N, 112.7 ˚E PAR
20.2 ˚N, 111.6 ˚E 8.7˚N, 136.8˚E
9.2˚N, 135.4˚E
Answer: for typhoon Milenyo
Points not within the PAR Answer for typhoon
15.6 ˚N, 114.4 ˚E Yolanda::
Points not within the
Answer: for typhoon Nina PAR
Points not within the PAR:
None

2. Describe how you 2.Describe how you

track tropical cyclone. track tropical cyclone.

154
 Answer: By plotting the Answer: By plotting
coordinates on a tracking the coordinates on a
map. tracking map

E. Elaborate Show pictures of different Show pictures of

typhoon paths/tracks different typhoon
paths/tracks
Picture A
Picture A

Picture B
Picture B

Picture C Picture C

Picture D Picture D

155
 1. Where do tropical 1. Where do
cyclones commonly tropical
form? cyclones
Answer: commonly
In the ocean form?
Answer:
2. What path do they In the ocean
take?
2. What path do they
Answers: take?
Picture A: Parabolic or Answers:
recurving track Picture A: Recurving
track
Picture B: Straight track
Picture B: Straight
Picture C:Recurving track track

Picture D: Northward track Picture C. Northward

or northerly direction track
Picture D: Straight
* Why is it important to know track
how to track a typhoon?
* Why is it important
Answer: to know how to track
For us to be aware about the a typhoon?
location of the upcoming
typhoon. Answer: For us to be
aware about the
For us to be prepared location of the
especially the things that we upcoming typhoon
will need for survival.
For us to be prepared
especially the things
that we will need for
survival
F. Extend The teacher will ask the The teacher will ask
following questions. the following
1. What information can questions.
we get from the 1.What information
tracks of typhoon? can we get from the
Answer: tracks of typhoon?
-It tells about the Answer:
location and direction -It tells about the
of the tropical location and direction
cyclone. of the tropical
cyclone.

156
 2. How can we use that 2.How can we use
track record in times that track record in
of weather times of weather
disturbances? disturbances?
Answer: Answer:
If we know the track If we know the
record of a typhoon this track record of a
will serve us our guide on typhoon this will
what to do. serve us our guide
on what to do.
Authorities will be able to
plan in advance the Authorities will be
appropriate measures so able to plan in
that people will be guided advance the
well. appropriate
measures so that
3. What is the people will be
importance of having guided well.
the knowledge on
tracking the typhoon? 3.What is the
importance of having
Answer: the knowledge on
Having the knowledge on tracking the typhoon?
typhoon tracking helps us to
prepare ourselves to be Answer:
safe. Having the
knowledge on
If people do have knowledge typhoon tracking
on tracking the path of helps us to prepare
typhoon, even with the use ourselves to be safe.
of a map with PAR and the
typhoon’s coordinates, they If people do have
will be able to have a visual knowledge on
idea of where the typhoon is tracking the path of
heading. typhoon, even with
the use of a map with
PAR and the
typhoon’s
coordinates, they will
be able to have a
visual idea of where
the typhoon is
heading.
G. Evaluate Activity-embedded Activity-embedded
assessment assessment

157
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned
80% on the
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 with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other teachers?

158
Activity : Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.

Materials Needed:
Map with the PAR (from Activity 1), pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Glenda. Plot each lat-long pair on the map with the PAR.
JULY 13-17, 2014
TYPHOON GLENDA Month/Day/Time Latitude Longitude
(oN) (oE)
07130600 13.3 1336.4
07130900 13.3 135.4
07131200 13.3 134.3
07131800 13.4 132.5
07140000 13.3 130.9
07140600 12.7 129.2
07141200 12.8 128.1
07141800 12.7 127.2
07150000 12.7 125.7
07150600 13.0 124.8
07151200 13.3 123.3
07151800 13.8 121.9
07160000 14.5 120.7
07160600 14.8 119.4
07161200 15.1 117.8
07161800 15.6 117.1
07170000 16.5 115.9
Tracking data are from PAGASA-DOST
Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2.Where did Glenda form?
Q3. When did Glenda enter the PAR?
Q4. When did Glenda leave the PAR?
Q5. In what direction did Glenda move?

159
Activity : Tracking a Tropical Cyclone

Objectives:

After performing this activity, you should be able to:

1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.
Materials Needed:
Map with the PAR (from Activity 1) tracking data pencil
Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Gorio. Plot each lat-long pair on the map with the PAR.

JUNE 27- JULY 1, 2013 Month/Day/Time Latitude Longitude

TYPHOON GORIO (oN) (oE)
06270000 09.8 131.8
06270600 09.7 131.4
06271200 09.6 130.8
06271800 09.5 130.3
06280000 09.5 129.6
06280600 09.8 128.4
06281200 10.3 127.4
06281800 10.8 126.6
06290000 11.4 125.3
06290600 12.1 124.1
06291200 12.9 122.9
06291800 13.8 121.7
06300000 14.7 120.3
06300600 15.4 118.6
06301200 16.5 116.9
06301800 17.7 115.2
07010000 18.3 113.9
07010600 19.3 112.7
07011200 20.2 111.6
Tracking data are from PAGASA-DOST
Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2. Where did Gorio form?
Q3. When did Gorio enter the PAR?
Q4. When did Gorio leave the PAR?
Q5. In what direction did Gorio move?

160
Activity : Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.

Materials Needed:
Map with the PAR (from Activity 1) tracking data pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Milenyo. Plot each lat-long pair on the map with the PAR.

September 25- Month/Day/Time Latitude Longitude 29,2006

TYPHOON MILENYO (oN) (oE)
06270000 09.8 131.8
06270600 09.7 131.4
06271200 09.6 130.8
06271800 09.5 130.3
06280000 09.5 129.6
06280600 09.8 128.4
06281200 10.3 127.4
06281800 10.8 126.6
06290000 11.4 125.3
06290600 12.1 124.1
06291200 12.9 122.9
06291800 13.8 121.7
06300000 14.7 120.3
06300600 15.4 118.6
06301200 16.5 116.9
06301800 17.7 115.2
07010000 18.3 113.9
07010600 19.3 112.7
07011200 20.2 111.6
Tracking data are from PAGASA-DOST

Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2.Where did Milenyo form?
Q3. When did Milenyo enter the PAR?
Q4. When did Milenyo leave the PAR?
Q5. In what direction did Milenyo move?

161
Activity : Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and
2. explain why PAGASA regularly monitors when a tropical cyclone is within
PAR.

Materials Needed: Map with the PAR (from Activity 1) tracking data pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Nina. Plot each lat-long pair on the map with the PAR.

TYPHOON NINA Month/Day/Time Latitude Longitude

DEC. 22-27, 2016 (oN) (oE)
12221800 10.9 135.1
12230000 11.6 133.4
12230300 12.0 132.0
12231200 12.5 131.0
12231800 13.0 129.9
12240000 13.0 128.9
12240600 13.2 128.1
12241200 13.4 127.4
12241800 13.6 126.7
12250000 13.5 125.9
12250600 13.4 125.0
12251200 13.5 124.0
12251800 13.4 122.6
12260000 13.5 121.4
12260600 14.0 120.0
12261200 14.4 118.4
12261800 14.6 117.1
12270000 15.0 116.1
12270600 14.7 115.9
12271200 14.2 115.4
Tracking data are from PAGASA-DOST

Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2. Where did NINA form?
Q3. When did NINA enter the PAR?
Q4. When did NINA leave the PAR?
Q5. In what direction did NINA move?

162
Activity : Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.

Materials Needed: Map with the PAR (from Activity 1) tracking data pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the
location of Reming. Plot each lat-long pair on the map with the PAR.

NOV. 23- DEC, 21, Month/Day/Time Latitude Longitude 2006

TYPHOON REMING (oN) (oE)
11230000 11.3 134.5
11280600 11.9 133.1
11280600 12.2 131.5
11281800 12.6 130.1
11290000 13.0 128.6
11290600 13.2 127.3
11291200 13.3 126.4
11291800 13.4 125.4
11300000 13.4 124.6
11300600 13.4 123.7
11301200 13.4 122.4
11301800 13.5 121.3
1201000 13.6 120.1
12010600 13.6 119.3
12011200 13.6 118.6
12011800 13,6 117.4
12020000 13.5 117.0
12020600 13.7 116.4
12021200 13.9 115.7
12021800 13.9 114.6
Tracking data are from PAGASA-DOST
Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2. Where did REMING form?
Q3. When did REMING enter the PAR?
Q4. When did REMING leave the PAR?
Q5. In what direction did REMING move?

163
Activity : Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.

Materials Needed: Map with the PAR (from Activity 1) tracking data pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Rosing. Plot each lat-long pair on the map with the PAR.
OCT. 30- NOV. 4, 1995 Month/Day/Time Latitude Longitude
TYPHOON ROSING (oN) (oE)
10301800 11.8 134.8
10810000 12.0 133.7
10310600 12.3 132.8
10311200 12.5 131.4
10311800 12.7 130.5
11010000 12.8 129.7
11010600 13.3 129.0
11011200 14.0 128.2
11011800 14.2 126.8
11020000 14.2 126.1
11020600 14.2 125.1
11021200 14.0 124.3
11021800 14.2 123.0
11030000 14.3 121.8
11030600 14.4 120.3
11031800 14.7 118.0
11040000 14.7 117.4
11040600 15.0 116.2
11041200 15.3 114.9
Tracking data are from PAGASA-DOST
Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2. Where did ROSING form?
Q3. When did ROSING enter the PAR?
Q4. When did ROSING leave the PAR?
Q5. In what direction did ROSING move?

164
Activity : Tracking a Tropical Cyclone

Objectives:

After performing this activity, you should be able to:

1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.

Materials Needed: Map with the PAR (from Activity 1) tracking data pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Ruby. Plot each lat-long pair on the map with the PAR.

TYPHOON Month/Day/Time Latitude Longitude RUBY

(oN) (oE)
10301800 11.8 134.8
10810000 12.0 133.7
10310600 12.3 132.8
10311200 12.5 131.4
10311800 12.7 130.5
11010000 12.8 129.7
11010600 13.3 129.0
11011200 14.0 128.2
11011800 14.2 126.8
11020000 14.2 126.1
11020600 14.2 125.1
11021200 14.0 124.3
11021800 14.2 123.0
11030000 14.3 121.8
11030600 14.4 120.3
11031800 14.7 118.0
11040000 14.7 117.4
11040600 15.0 116.2
11041200 15.3 114.9
Tracking data are from PAGASA-DOST
Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2. Where did RUBY form?
Q3. When did RUBY enter the PAR?
Q4. When did RUBY leave the PAR?
Q5. In what direction did RUBY move?

165
Activity : Tracking a Tropical Cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and

2. explain why PAGASA regularly monitors when a tropical cyclone is within

PAR.

Materials Needed: Map with the PAR (from Activity 1) tracking data pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the location
of Yolanda. Plot each lat-long pair on the map with the PAR.
Month/Day/Time Latitude Longitude
NOVEMBER 5- 9, 2013
(oN) (oE)
TYPHOON YOLANDA
11050600 06.5 144.6
11051200 06.8 142.6
11051800 07.1 141.3
11060000 07.3 139.7
11060600 07.6 138.1
11061200 07.8 136.2
11061800 08.3 134.4
11070000 08.6 132.7
11070600 09.3 131.1
11071200 10.1 129.1
11071800 10.5 126.9
11080000 11.0 124.7
11080600 11.3 122.4
11081200 11.8 120.6
11081800 12.4 118.2
11090000 12.5 116.6
11090600 13.5 114.7
11091200 14.4 113.1
11091800 15.5 111.4
Tracking data are from PAGASA-DOST

Q1. Is it possible to plot all the points in the table on the map from Activity 1?
Q2. Where did YOLANDA form?
Q3. When did YOLANDA enter the PAR?
Q4. When did YOLANDA leave the PAR?
Q5. In what direction did YOLANDA move?
166
Day 5 Activity:

Objective: Conduct a collaborative action to participate in activity/ies that lessen

the risks brought by typhoon in the locality.

Group Task:
Prepare a plan focused on conducting a collaborative action to
participate in activity/ies that lessen the risks brought by typhoon
in the locality. Implement the plan.

Rubric in Collaborative Action (i.e. Clean-up Drive)

Criteria 5 points 3 points 1 point

Plan of Action The plan is well The plan is The plan is not
organized, organized but not well organized
properly properly and not properly
coordinated with coordinated with coordinated with
authorities and authorities authorities
with well-defined
objectives

Teamwork All members Some members Few members

participated participated participated
actively during actively during during the
the conduct of the conduct of conduct of the
the activity the activity activity

Cleanliness of the All areas Some areas are Most of the

assigned/specified specified in the still needed to be identified areas
area plan are properly cleaned are not yet clean
cleaned

Waste Waste Waste No waste

segregation segregation was segregation was segregation was
practice/s properly not properly observed/done
observed/done observed/done

167
 UNPACKED LEARNING COMPETENCY
SCIENCE 8
Quarter: _____2_______

Content Performance Learning

Content Code
Standard Standard Competency
Earthquakes The learners The learners The learners
and Faults demonstrate shall be able should be able to
(S8ES - IIg-
understanding to:
COMETS, Compare and 22)
of:
METEORS 1 discuss contrast
AND Characteristics whether or not Comets, Meteors
ASTEROIDS of comets, and Asteroids;
beliefs and
meteors, and practices
asteroids
about comets,
and meteors .
have scientific
basis

Learning The learners should be able to compare and contrast

Competency/ comets, meteors, and asteroids (S8ES - IIg-22).
Code:
Unpacked Learning (Objectives) Time Frame
Competency:
1. Identify the characteristics of comets
2. Identify the different characteristics of 2 days
an asteroid
3. Compare and contrast comets and
asteroid.
1. Identify the characteristics of meteors
2 days
2. Compare and contrast comets, meteors
and asteroids
Assessment 1 day

168
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date 2 Meetings Quarter 2nd
I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard
Characteristics of comets, meteors, and asteroids

B. Performance The learners should be able to…

Standard
1. discuss whether or not beliefs and practices about
comets, and meteors have scientific basis

C. Learning LC: Compare and contrast Comets, Meteors and

Competencies/ Asteroids; S8ES-IIg-22
Objectives
(Write the LC Objectives:
code 1. Identify the different characteristics of comets
for each) 2. Identify the different characteristics of an
asteroid.
3. Compare and contrast comets and asteroids.

II. CONTENT Comets and Asteroids

.
• Comets- Comets are fuzzy, luminous big dirty
snowballs composed of rock dust wrapped
around a big ball of ice. Comets do not produce
energy and light. The coma envelops and hides
the nucleus from our view. The nucleus is the
center of the comet made of frozen water. The
nucleus and the coma together are called the
head of the comet
• Asteroids- Asteroids are rocky or metallic
objects that orbit the sun in the same way that
planets orbit. Asteroids are hard to see because
they reflect little light and they are always on the
move. Since they are smaller than planets, they
are often called minor planets or planetoids.
Many asteroids orbit the sun in a region
between Mars and Jupiter. This area is called
the asteroid belt. They follow a slightly elliptical
path as they orbit the sun in the same direction
as the planets.

166
III.LEARNING
RESOURCES
A. References
1. Teacher’s pp 103 – 109
Guide
pages
2. Learner’s pp 153 – 164
Materials
pages
3. Textbook
pages
4. Additional
Materials Video
from Comets, Asteroids, meteoroids, meteors and
Learning meteorites. http://youtube/dvd47rmYia
Resource
(LR) portal
B. Other Learning 1. Module on Comets, Asteroids, and Meteors from
Resources the Canadian Space Agency,
http://www.qc.csa.gc.ca/eng/educators/resources/astr
onomy/module5/content.asp#5
2.A Naked-eye Comet in March 2013,
http://www.youtube.com/watch?y=OZlenAvgLCl
3. Asteroids 4179,
http://echo.jpl.nasa.gov/aseroid/4179
Tourist/toutatis.html
4.Less than five - What’s the difference between
Comets, Asteroids, Meteoroids, Meteors and
mateorites?
http://you.tube/dvd47rmYia.astonomite.com
5.”Revealed”
https://dailygalaxy.com

IV. PROCEDURE A B
A. Elicit Show pictures of an Show pictures of an
asteroid and comet. asteroid and comet.
.Review the
previous lesson or (please refer to picture in (please refer to picture in
presenting the new attachment sheet No. 2.) attachment sheet No. 2.)
lesson

167
Pre- assessment Ask the students these Ask the students these
Activity questions: questions:
1. What do you know 3. What do you know
about the figures? about the figures?

Expected Answer: Expected Answer:

The figures are The figures are
about asteroids about asteroids and
and comets. comets.

2. What is your idea 4. What is your idea

about Comet about Comet and/or
and/or asteroid? asteroid?

Answer may vary Answer may vary

Sample Answer: Sample Answer:

They have They have different
different characteristics.
characteristics.

Guessing game
Guessing game
➢ Now you see me now
➢ Now you see me you don’t; do you
now you don’t; do know me?
you know me? (Sun/shadow)
(Sun/shadow)
➢ You see me at night;
➢ You see me at night; sometimes I’m c
sometimes I’m c sometimes I’m O;
sometimes I’m O; who am I? (Moon)
who am I? (Moon)
➢ I have a tail like
➢ I have a tail like dragon or tail like a
dragon or tail like a storm; am I a bird, No!
storm; am I a bird, am I plane.! No! Who
No! am I plane.! No! am I?
Who am I? (Shooting star)
(Shooting star)

168
 Meteor or a Comet? Meteor or a Comet?

1. What are the 1. What are the

characteristics of a characteristics of a
comet or an comet or an asteroid?
asteroid?
Answer:
Answer:
7. Orbit around the sun
1. Orbit around the sun 8. Differ in chemical
2. Differ in chemical composition
composition 9. Move relatively slow
3. Move relatively slow 10. Has varied shape
4. Has varied shape 11. Differ in size
5. Differ in size Different orbital periods
6. Different orbital
periods
B. Engage Show a video clip about Show a video clip about
comet, and asteroids comet and asteroids.

(Note: Video will be (Note: Video will be shown

shown until 1.55 minutes until 1.55 minutes only)
only)

Emphasize that the Emphasize that the

students will answer the students will answer the
following questions while following questions while
watching the video. watching the video.

1. Have you seen a 1. Have you seen a

comet? An comet? An
Asteroid? asteroid?

Answer: Answer:
Yes/No Yes/No

2. What can you 2. Have you heard an

infer from the instance wherein
video? Earth has been hit
by a comet or an
Answer: asteroid?
That comets and
asteroids have different Answer:
characteristics. Yes/No

169
 3. Are comets and 3. Are comets and
asteroids the asteroids are the
same? same?

Answer: Answer;
Yes/No Yes/No

Why do you say Why do you say

so? so?
4. How do they differ
from one 4. How do they differ
another? from one another?

Expected Answer: Write the responses of the

students on the board if
Differ in: possible.
1. Origin
2. Shape Expected Answer:
3. Size and
diameter Differ in:
4. Chemical 1. Origin
composition 2. Shape
5. Orbit/Orbital 3. Size and diameter
period 4. Chemical
composition
5. Orbit/Orbital period
C. Explore (30 minute-activity) (30 minute-activity)

A. Divide the class A. Divide the class into

into 4-5 groups. 4-5 groups.

(Before performing (Before performing the

the activity, present activity, present the
the guide questions to guide questions to
allow students to allow students to pose
pose questions or ask questions or ask for
for clarifications) clarifications)

B. Let the students B. Let the students

perform the perform the
Activity entitled Activities entitled
“Do you know “Do you know
me? “ me? “

(please refer to (please refer to

Attachment No. 2) Attachment No. 2)

170
 C. Provide the C. Provide the
students a copy of students a copy of
the activity sheet. the activity sheet.
Allow them collect
information/data. (Data can be
derived from
D. Let them write Science 8 LM or the
their results on 1 video clip they have
whole coupon recently viewed)
bond or ½ Manila
paper. D. Let them write their
results on 1 whole
Guide Questions: coupon bond or a
Compare a comet and an whole manila paper.
asteroid based on its:
a. Composition Guide Questions:
b. Origin
c. size Compare a comet and an
d. Shape asteroid based on its:
e. Orbit
f. Orbital period a. Composition
b. Origin
c. Size
d. Shape
e. Orbit
f. Orbital period

D. Explain Presentation of the Presentation of the

students’ output. students’ output.

(prepared rubric can be (prepared rubric can be

found in Attachment No. found in Attachment No. 3)
3)
Based from the activity,
Based from the activity, how will you compare an
how will you compare an Asteroid to a Comet?
Asteroid to a Comet?
Expected Answer:
Expected Answer: Comets and Asteroids vary
Comets and Asteroids in shape and differ from
vary in shape and differ each other.
from each other.

1. How do they differ 1. How do they differ

from each other? from each other?

171
 Expected Answer: Expected Answer:
They differ in: They differ in:
a. Composition a. Composition
b. Origin b. Origin
c. size c. size
d. Shape d. Shape
e. Orbit e. Orbit
f. Orbital period f. Orbital period

E. Elaborate FACT OR BLUFF FACT OR BLUFF

The teacher will The teacher will show
show students some students some statements
statements about about asteroids and
asteroids and comets. comets. They will be asked
They will be asked to to react to the correctness
react to the correctness of the given statement by
of the given statement by saying FACT or BLUFF,
saying FACT or BLUFF, after which they’ll have to
after which they’ll have to explain why they think so.
explain why they think
so. (The questions for the
activity can be found on
(The questions for the Attachment No. 3)
activity can be found on
Attachment No. 3)
F. Extend If you were an What will you do if you see
astronomer, and was a comet or asteroid in your
able to speak wherein community?
word leaders are
gathered, would you Answers may vary
recommend to them an
Asteroid Watch project? Possible Answer:
Why or why not? I will find out if the
characteristics I learn
Expected Answer: about them are true.
Yes; if it can help for the
progress, safety and
awareness of
country/people.
G. Evaluate Formative Assessment Formative Assessment

Multiple Choices: Using a Venn Diagram;

Choose the correct place the following
answer. characteristics of comets

172
1. Which of the following and asteroids on the
best describes a correct places.
difference between • Varied or irregular
comets and asteroid? shape
a. Comets orbit • Elliptical orbit
planets, and most
• Rounded orbit
asteroids orbit the
• Kuiper Belt and
sun.
Oort cloud
b. Comets are hot • Main Asteroid Belt
balls of gas, and • Silicates, iron,
asteroids are made nickel
mostly of ice. • Ice-frozen gases,
c. Comets are made organic compounds
mostly of ice, and • 75-100,000++
asteroids are made years
mostly of rocks. • 1-100 years
d. Comets orbit the
sun between Mars
and Jupiter, and Asteroids Comets
asteroids form
patterns in the sky.
2. What is the difference
between an asteroid and
a meteoroid? Check all
that applies. (Please see attached
A. Size activity sheet)
B. Location
C. Composition
D. Color

II. Fill up the Venn

diagram below to
illustrate the
characteristics of comets
and asteroids.

Asteroids Comets

Please see attached

activity sheet

173
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
on the 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 with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

174
Attachment # 1 S8ES-IIg-22

175
Attachment # 2 S8ES-IIg-22

Activity 1

“DO YOU KNOW ME?”

Objectives:

1. Identify the characteristics of a comet and an asteroid

2. Use a Venn Diagram to compare and contrast a comet and an
asteroid.

Materials:

➢ Pentel pen
➢ Manila paper
➢ Images/Pictures (asteroid and comets)

Procedure

1. Using the given pictures of an asteroid and a comet, label its parts.
2. Given the following characteristics, create a Venn Diagram to compare an
asteroid from a comet:
a. origin
b. size
c. shape
d. composition
e. orbit
f. orbital period

Guide Questions:

1. How do you compare a comet and an asteroid?

2. Are they the same or different? Explain your answer

176
Attachment # 3 S8ES-IIg-22

SAMPLE RUBRICS FOR GRADING THE ACTIVITY

Criteria 5 points 8 points 10 points 12 points

Presentation of At least 3 of At least 5-7 At least 8 At least 9-12

the results the items items items items
(Comparison) presented presented are presented are presented are
are correct correct correct correct

Has Has presented Has Has

DIAGRAM presented the a Venn presented 10 presented the
PRESENTED comparison diagram to correct data in comparison of
of comets compare the Venn comets and
and asteroid comets and diagram to asteroid
in tabular asteroid but compare through a
form has comets and Venn diagram
incomplete asteroid. and shows
data complete and
correct data.
Total

177
Attachment # 3 S8ES-IIg-22

“FACT OR BLUFF”
(Elaborate Part)

Objective: to summarize the lesson learned by giving reaction on the correctness

of the given statements.

Materials needed:
Cardboard with FACT and BLUFF print

Note: The game is only good for 5 minutes.

Mechanics of the Game:

Give each group card board strips with a FACT and BLUFF word.
The group will raise the strips given to identify whether the given statement is
FACT of BLUFF.

The teacher will read/show students some statements about Asteroids and
comets. They will be asked to react to the correctness of the given statement by
raising the FACT or BLUFF card board. after which they’ll have to explain why
they think so.

(Teacher may prepare a slide deck if materials are available)

1.
1. Comets and asteroids rotate on their own axis.
(BLUFF)

2. Asteroids- a piece of stony or metallic object that travels in space. It

results from the collision of asteroids.
(BLUFF)

3. Comets are made mostly of ice, and asteroids are made mostly of rocks.
(FACT)

4. Comets are hot balls of gas, and asteroids are made mostly of ice.
(BLUFF)

5. Asteroids and Comets have varied/irregular shape

(FACT)

6. Asteroids is composed of silicate ( olivine and pyroxene) iron, nickel

(FACT)

178
FACT
FACT
FACT
FACT
179
BLUFF
BLUFF
BLUFF
BLUFF
UNPACKED LEARNING COMPETENCIES

180
 SCIENCE 8
Quarter: _____2_______

Content Performance Learning

Content Code
Standard Standard Competency
Earthquakes The learners The learners The learners
and Faults demonstrate shall be able should be able to
(S8ES - IIg-
understanding to:
COMETS, Compare and 22)
of:
METEORS 1 discuss contrast
AND Characteristics whether or not Comets, Meteors
ASTEROIDS of comets, and Asteroids;
beliefs and
meteors, and practices
asteroids
about comets,
and meteors .
have scientific
basis

Learning The learners should be able to compare and contrast

Competency/ comets, meteors, and asteroids (S8ES - IIg-22).
Code:

Unpacked Learning (Objectives) Time Frame

Competency:
1. Identify the characteristics of
asteroids 2 days
2. Compare and contrast comets,
meteors and asteroids

Assessment 1 day

181
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date 2 meetings Quarter 2nd
I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard
Characteristics of comets, meteors, and asteroids

B. Performance The learners should be able to…

Standard
1. discuss whether or not beliefs and practices about
comets, and meteors have scientific basis

C. Learning LC: Compare and contrast Comets, Meteors and

Competencies/ Asteroids; S8ES-IIg-22
Objectives
(Write the LC Objectives:
code a. Identify the different characteristics of Meteors
for each) b. Compare and contrast Comets, Meteors and
Asteroids.

II. CONTENT Comets, Asteroids and Meteors

.
• Comets- Comets are fuzzy, luminous big dirty
snowballs composed of rock dust wrapped
around a big ball of ice. Comets do not produce
energy and light. The coma envelops and hides
the nucleus from our view. The nucleus is the
center of the comet made of frozen water. The
nucleus and the coma together are called the
head of the comet
• Asteroids- Asteroids are rocky or metallic
objects that orbit the sun in the same way that
planets orbit. Asteroids are hard to see because
they reflect little light and they are always on the
move. Since they are smaller than planets, they
are often called minor planets or planetoids.
Many asteroids orbit the sun in a region
between Mars and Jupiter. This area is called
the asteroid belt. They follow a slightly elliptical
path as they orbit the sun in the same direction
as the planets.

194
 • Meteoroids- a piece of stony or metallic object
that travels in space. It results from the collision
of asteroids.

• A Meteor- a piece of stony or metallic material

that enters the Earth’s atmosphere and burns
up.

• A meteorite- is a meteor that does not burn up

before impacting with the Earth’s surface.

III.LEARNING
RESOURCES
A. References
1. Teacher’s Science G8 TG pp 103 – 109
Guide
pages
2. Learner’s Science G8 LM pp 153 – 164
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning 1. Module on Comets, Asteroids, and Meteors from
Resources the Canadian Space Agency,
http://www.qc.csa.gc.ca/eng/educators/resources/astr
onomy/module5/content.asp#5

2.A Naked-eye Comet in March 2013,

http://www.youtube.com/watch?y=OZlenAvgLCl

2. Asteroids 4179,
http://echo.jpl.nasa.gov/aseroid/4179
Tourist/toutatis.html
3. What exploded over Russia,
http://science.nasa.gov/science-at-nasa/2013/26feb
russianmeteor/

195
IV. PROCEDURE A B
A. Elicit Ask the students these Ask the students these
questions: questions:
1. What do you 2. What do you know
know about about Meteors?
Meteors? have you seen a
have you seen a Meteor?
Meteor? A shooting star; a
falling star
It’s a shooting
star! Show a video clip of a
Yes/No meteor

Show a video clip of

meteor.
B. Engage Let the students watch a Present the KEY QUESTIONS:
video clip on the features/
characteristics of a meteor
and determine the 1.How are meteor,
difference of a meteor Meteoroid and Meteorite
from a meteoroid and a related?
meteorite.
Expected Answer:
Lead students’ discussion
toward the KEY questions: Meteor is a light
phenomenon when
1.How are meteor, meteoroid enters the earth’s
Meteoroid and Meteorite atmosphere and when these
related? rocks fragments survives and
makes it to the ground it is
Expected Answer: called as meteorite.

Meteor is a light
phenomenon when 2.Are Meteor, Comets and
meteoroid enters the Asteroids the Same?
earth’s atmosphere and
when these rocks Expected Answer:
fragments survives and
makes it to the ground it is Same space celestial body
called as meteorite but they are different in their
characteristics.
Are Meteor, Comets and
Asteroids the Same?

196
 3.What do you think are
Expected Answer: there differences?

Same space celestial body Expected Answer:

but they are different in
their characteristics. Differ in:
a. Location/origin
b. Shape
2.What do you think are
c. Size and diameter
there differences?
d. Chemical composition
e. Orbit
Expected Answer:
f. Orbital period
Differ in:
a. Location/origin
b. Shape
c. Size and diameter
d. Chemical
composition
e. Orbit
f. Orbital period

C. Explore (30 minute-activity) A. Divide the class into 4-

A. Divide the class into 5 groups.
4-5 groups. B. Let the students
B. Let the students perform the Activity
perform the Activity entitled “ME TO
entitled “ME TO SURE?”
SURE “ (please refer to
(please refer to attachment no. 1)
attachment no. 1) C. Provide the students
C. Provide the students copy of the activity
copy of the activity sheet /worksheets.
sheet /worksheets. Data can be derived
Allow them collect from the LM or the
information/data. video clip they have
D. Let them write their recently viewed
results on 1 whole D. Let them write their
coupon bond or ½ results on 1 whole
Manila paper. coupon bond or ½
Manila paper.

(The materials needed

will be provided)

197
E. Explain Presentation of the Presentation of the output
output
Based on the activity, the
Based on the activity, students will answer the
the students will answer following questions:
the following questions:
1. What is a meteor?
1. What is a meteor?
Expected Answer:
Expected Answer:
A shooting star a piece of
A light phenomenon or a stony or metallic material
streak of light that occur that enters the Earth’s
when a meteoroid burns atmosphere and burns up.
up as it enters the earth’s
atmosphere. 2.What is a meteoroid?

As it moves swiftly and Expected Answer:

seems to fall in the A piece of stony or metallic
ground it shoots”” from a object that travels in
point in the sky making space. It results from the
us think it is a shooting collision of asteroids.s
star.
3.What celestial (space)
a piece of stony or object can a meteoroid
metallic material that come from?
enters the Earth’s
atmosphere and burns Expected answer:
up.
It either come from a
fragment comet, an
asteroid, moon or from
2.What is a meteoroid mars

Expected Answer: (LM: Activity 2, pp. 160)

A piece of stony or 4. What causes a meteor?

metallic object that
travels in space. It results Expected Answer:
from the collision of
asteroids. When a meteoroid burns
up as it enters Earth’s
atmosphere

198
 3. What celestial 5. How can you
(space) object differentiate a meteor from
can a meteoroid a comet when you viewed
come from? from earth?

Expected answer: Expected Answer:

It either come from a A comet moves slowly and

fragment comet, an appears in the sky for a
asteroid, moon or from longer time. While a
mars meteor moves swiftly and
seems to fall on the
(LM: Activity 2, pp. 160)
ground. It “shoots” from a
4. What causes a point in the sky, making
meteor? people think that it is a
shooting star, but they are
Expected Answer: not a star it is a light
phenomenon.
When a meteoroid burns
up as it enters Earth’s
atmosphere.

5. How can you

differentiate a
meteor from a
comet when you
viewed from
earth?

Expected Answer:

A comet moves slowly

and appears in the sky
for a longer time. While a
meteor moves swiftly and
seems to fall on the
ground. It “shoots” from a
point in the sky, making
people think that it is a
shooting star, but they

199
 are not a star it is a light
phenomenon.

F. Elaborate Teaching Strategies: Teaching Strategies:

Exposition Brainstorming
Developing
Mastery How are meteor, Meteoroid Show where a meteor,
and Meteorite related? meteoroid, and a
meteorite are most likely
Expected Answer: to be found in the diagram
below.
Meteor is a light Use the following symbol
phenomenon when for each:
meteoroid enters the
earth’s atmosphere and ■Meteor
when these rocks
●Meteorite
fragments survives and
makes it to the ground it is
▲Meteoroid
called as meteorite
Outer Space
Are Meteor, Comets and
u
Asteroids the Same?
Atmosphere(earth
)
Expected Answer:
Crust
Same space celestial body
but they are different in
How are meteor, Meteoroid
their characteristics. and Meteorite related?
What do you think are
there differences?
Expected Answer:

Expected Answer: Meteor is a light

phenomenon when
They differ in: meteoroid enters the earth’s
a. location/origin atmosphere and when these
b. Shape rocks fragments survives and
c Size and diameter makes it to the ground it is
d. Chemical composition called as meteorite
e Orbit
f. Orbital period Are Meteor, Comets and
Asteroids the Same?

200
 Expected Answer:

Same space celestial

body but they are different
in their characteristics

What do you think are

there differences?

Expected Answer:

They differ in:

a. location/origin
b. Shape
c Size and diameter
d. Chemical composition
e Orbit
g. Orbital period

G. Extend How do scientific How do scientific

community made use of community made use of
meteorites collected in meteorites collected in
earth? earth?

Possible answer: Possible answer:

They study them and They study them and

make predictions about make predictions about its
its likelihood of collision likelihood of collision with
with earth in the past. earth in the past.
H. Evaluate Using Table 1. Compare Using Table 1. Compare
the differences of the differences of Meteors,
Meteors, Comets, and an Comets, and an Asteroid?
Asteroid?
(Please see attachment
(Please see attachment No. 2)
No. 2)

V. REMARKS

VI. REFLECTION

201
VII. OTHERS
A. No.of learners
who earned
80% on the
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 with
the lesson.
E. No.of learners
who continue to
require
remediation.
F. Which of my
teaching
strategies
worked well?
Why did it work?
G. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
H. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

202
 Attachment No. 1 S8ES-IIg-22

Activity Sheet
“ME TO SURE”
Objectives:

After this activity, the students should be able to:

1.Describe the changes that happens to a fragment from a comet or

asteroid as it enters Earth’s atmosphere;

2.represent the relationship between a meteoroid, meteor, and

meteorite using a diagram; and

3. compare meteoroid, meteor, and meteorite.

PROCEDURE:

Read the selection below and answer the question as you go along

Have you ever seen a shooting star in the night sky? It appears as an object
with a tail just like a comet. It travels quickly and appears to fall on the ground. A
shooting star is another name for a meteor. But the truth is: a meteor is not a star at
all. A meteor is a light phenomenon or a streak of light that occurs when a
meteoroid burns up as it enters Earth’s atmosphere. A meteoroid is a broken-up
rock and dust from either a comet, asteroid, the moon or from Mars.
LM, pp. 160 activity 2. Meteor, Meteoroid, and Meteorite: How are they related

Q1. What is a meteor?

Q2. What is a meteoroid?

Q3. What celestial (space) objects can a meteoroid come from?

203
 A meteoroid can be small as a grain of sand or as big as a boulder. When it enters
earth’s atmosphere, the air in front of the meteoroid heats u, causing materials to
burn up. From Earth these glowing materials appear as a streak of light or a fast-
moving bright object that appears to have a tail just like a comet. What differentiates
the two when we see them in the sky is that a comet moves slowly and appears in
the sky for a longer time. A meteor moves swiftly and seems to fall on the ground. It
“shoots” from a point in the sky, making people think that it is a shooting star or a
falling star. Also, a comet is difficult to see with the unaided eye because it is farther
from Earth compared to a meteoroid entering Earth’s atmosphere. Sometimes, a
comet can be bright enough to be seen by the unaided eye, but this is rare, such as
in the case of Comet Hale- Bopp.

Q4. What causes a meteor?

Q5. How can you differentiate a meteor from a comet when viewed from

Earth?

A meteoroid usually all burns up when it enters Earth’s atmosphere. But when a
fragment from the meteoroid survives and makes it to the ground, this space
rock fragment is called meteorite. So if you heard from the news on radio or
television or read from newspapers about a meteorite exploding over Russia in
February 2013. Their use of the word meteorite is inaccurate. Instead, a
meteoroid exploded over Russia. The space rock fragments they collected on
the ground are the meteorites.

Q6. Show where the meteoroid, meteor, and meteorite are most likely to be
found in the diagram below.

204
Use the following symbol for each:

■-Meteor

●-Meteorite

▲-Meteoroid

Outer Space

Atmosphere (Earth)

crust

Q7. How are a meteor, meteoroid, and meteorite related?

205
Attachment No. 2 S8ES-IIg-22

EVALUATION

Table 1. Comparison of some characteristics of comets, meteors,

and asteroids.

Characteristics Comet Meteors Asteroids

Origin

Shape

Size range of
diameter (Kilometer)

Chemical
composition

Orbit
Orbital period (years)

206
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 Meetings Quarter

I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard Characteristics of comets, meteors, and asteroids
B. Performance The learners should be able to…
Standard 1. discuss whether or not beliefs and practices about
comets and meteors have scientific basis

C. Learning LC:
Competencies/ The learners should be able to predict the appearance
Objectives of comets based on recorded data of previous
(Write the LC appearances (S8ES-IIh-23)
code for each)
Objective:

1. Present data of appearance of known comets

II. CONTENT Other Members of the Solar System

3.1 Comets
• Comets are icy bodies which are believed to be
remnants from the formation of our solar system 4.6
billion years ago.
• Comet Halley, the most famous comet of the 20th
century is the only known short-period comet. It
takes 75-79 years for Comet Halley to orbit the Sun.
all other comets are long-period comets.
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp.105-109
Guide pages

207
 2. Learner’s pp.156-159
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://www.listosauro.com/science-a technology/10-
Resources famous-comets-in-history

https://www.slideshare.net/mobile/mhbunda/comet-
asteroids-meteors-41629743
IV. PROCEDURE A B
A. Elicit Recall of the previous Recall of the previous
lesson: lesson:

• The teacher will show • The teacher will show

the students pictures of the students pictures of
other members of the other members of the
solar system and let solar system and let
them identify which one them identify which one
is a comet, a meteor or is a comet, a meteor or
an asteroid. (Refer to an asteroid. (Refer to
the attached pictures) the attached pictures)
The teacher then asks the The teacher then asks the
following questions: following questions:

• How do these near- • How do these near-

earth objects differ? earth objects differ?
(Comets are icy objects (Comets are icy objects
while asteroids are rocky while asteroids are rocky
fragments. Meteors are fragments. Meteors are
fragments of a comet or fragments of a comet or
asteroid that enter the asteroid that enter the
earth’s atmosphere.) earth’s atmosphere.)
• What characteristics do • What characteristics do
they have in common? they have in common?
(They are all near-earth (They are all near-earth
objects/NEO; Meteors objects/NEO; Meteors
and asteroids are both and asteroids are both
rocky celestial objects.) rocky celestial objects.)

208
B. Engage The teacher presents the The teacher presents the
objectives of the lesson. objectives of the lesson.
The following questions The following questions
are then asked: are then asked:

• Have you seen a • Have you seen a

comet? How does it comet? How does it
look like? (A comet is a look like? (A celestial is
celestial body that has a celestial body that
a long luminous tail.) has a long luminous
• Do you think it is bigger tail.)
than a star? Is it moving • Do you think it is bigger
or stationary (at rest)? than a star? Is it moving
(It is moving (revolving or stationary (at rest)?
around the sun just like (It is moving and
planets) and relatively relatively smaller than a
smaller than a star.) star.)
• How often does a • How often does a
comet appear in the comet appear in the
night skies? (Comets night skies? (Comets
are hardly ever seen are hardly ever seen
compared with stars.) compared with starts.)

The teacher tells the

class: you will know more
The teacher tells the
about comets as we go on
class: you will know more
with our lesson.
about comets as we go on
with our lesson.

209
C. Explore A. Pre-activity A. Pre-activity

• The teacher will group The teacher will group the

the students (preferably students (preferably 5-6
5-6 members per members per group). The
group). The students students choose from
choose from among among themselves the
themselves the group group leader and
leader and secretary. secretary.

• The teacher explains • The teacher explains

the objective and the objective and
duration of the activity duration of the activity
and distributes the and distributes the
activity sheets (Refer to activity sheets (Refer to
the attached activity the attached activity
sheet for details) sheet for details)
B. Activity Proper B. Activity Proper

• Students perform • Students perform

Activity No. 1 (When Activity No. 1 (When
will I see you again?) will I see you again?)
• The teacher will also
Note: Advance students
distribute printed
may design their own table copies of references.
in organizing the data from
the references. They may Suggested Reference:
also refer to other http://listosaur.com/science-
supplementary materials a-technology/10-famous-
(online). comets-in-history/

Suggested Reference:
http://listosaur.com/science-
a-technology/10-famous-
comets-in-history/

The sessions for Day 1 may end here.

D. Explain Day 2 Day 2
• Management of • Management of
learning. learning.
• Recall of previous • Recall of previous
activity. activity.

210
 • Let the students • Let the students
finalize their group finalize their group
output. output.
• Post-activity • Post-activity
- A representative - A representative
from each group will from each group will
present their output present their output
in class. in class.
- The teacher may - The teacher may
emphasize points emphasize points
after each after each
presentation. presentation.

E. Elaborate The teacher conducts a The teacher conducts a

guided discussion to guided discussion to
emphasize emphasize
understanding/mastery of understanding/mastery of
concepts. A PowerPoint concepts. A PowerPoint
presentation will be presentation will be
utilized for this purpose. utilized for this purpose.

Source:
Source: https://www.slideshare.net/
https://www.slideshare.net/ mobile/mhbunda/comets-
mobile/mhbunda/comets- asteroids-meteors-41629743
asteroids-meteors-41629743

F. Extend The teacher presents the The teacher presents the

following trivia: following trivia:

Did you know that comets Did you know that comets
eject small particles that eject small particles that
follow the comet around follow the comet around
in its orbit and cause in its orbit and cause
meteor showers when meteor showers when
Earth crosses the comet’s Earth crosses the comet’s
orbit? orbit?

The following question

The following question will also be asked:
will also be asked:
• What is importance of
• What is importance of studying comets?
studying comets? (Studying the

211
 (Studying the composition of a comet is
composition of a comet is important in helping
important in helping scientists understand
scientists understand how Earth has liquid
how Earth has liquid water.)
water.)

G. Evaluate The teacher lets the The teacher lets the

students answer the students answer the
following questions: following questions:

a. What is the most a. What is the most

famous comet? famous comet?
(Halley’s Comet) (Halley’s Comet)
b. Who was the first b. Who was the first
person to predict the person to predict the
return of a comet? return of a comet?
(Edmund Halley) (Edmund Halley)
c. The Perseid meteor c. The Perseid meteor
shower is associated shower is associated
with what comet? with what comet?
(Swift-Tuttle) (Swift-Tuttle)

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
C. No. of learners
who require
additional
activities for
remediation.

212
D. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
E. No. of learners
who continue to
require
remediation.
F. Which of my
teaching
strategies
worked well?
Why did it
work?
G. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
H. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other teachers?

213
Activity 1
When Will I See You Again?

I. Objective
a. Present data of the appearance of known comets
II. Materials

Manila paper marker

Internet-capable computers ruler
Printed reading/reference materials

III. Procedure

1. Study the data of the appearance of the comets on the printed

reference materials given.
2. Organize the salient data about comets by completing the table
that follows.

Table 1. Comet Appearances

Name of Date of last Date of next

Discoverer
Comet appearance appearance

1.

2.

3.

4.

5.

Question

1. Which comet would appear on Earth in 2061?

2. How many comets would be visible on Earth until 2019? What are
these (names) comets?

214
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 3 Meetings Quarter

I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard Characteristics of comets, meteors, and asteroids
B. Performance The learners should be able to…
Standard 1. discuss whether or not beliefs and practices about
comets and meteors have scientific basis

C. Learning LC:
Competencies/ The learners should be able to predict the appearance of
Objectives comets based on recorded data of previous appearances
(Write the LC (S8ES-IIh-23)
code
for each) Objectives:

1. Recognize pattern of the appearance of known comets

2. Predict the appearance of known comets

II. CONTENT Other Members of the Solar System

a. Comets
• Comets usually come from the Oort Cloud which is
beyond our Solar System, and a few from Kuiper Belt
which is just beyond Neptune’s orbit. Long-period
comets come from the Oort Cloud, while short-period
comets come from Kuiper Belt.
• Halley’s comet is the only known short-period comet. All
other comets that have been identified are classified as
long-period comets and takes 200 to hundred millions of
years to complete their orbit around the Sun.
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp.105-109
Guide pages
2. Learner’s pp.156-159
Materials
pages

215
 3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning https://www.listosaur.com/science-a-technology/10-famous-
Resources comets-in-history/

https://www.slideshare.net/mobile/mhbunda/comets-asteroids-
meteors-41629743

IV. PROCEDURE A B
A. Elicit Recall of previous lesson: Recall of previous lesson:
The Comet Game The Comet Game
Game Mechanics
Game Mechanics
• The students form small
• The students form small groups with 5-6
groups with 5-6 members. members. Flashcards
Flashcards with the names with the names of comets
of comets will be distributed will be distributed among
among the groups. the groups.
• The teacher, as the game • The teacher, as the
master will draw strips of game master will draw
paper with the strips of paper with the
characteristics of different characteristics of
comets from a box and read different comets from a
it aloud. box and read it aloud.
• The students will identify • The students will identify
which comet is described which comet is described
by their teacher. by their teacher.
• As the teacher says “Go”, • As the teacher says “Go”,
the students raise their the students raise their
flashcards with the name of flashcards with the name
the comet. of the comet.
• Scores will be tallied on the • Scores will be tallied on
board and the group which the board and the group
has the highest total score which has the highest
after the game will be total score after the game
declared as the winner. will be declared as the
winner.
(This activity may also be (This activity may also be
conducted using online conducted using online
platforms like Kahoot! or platforms like Kahoot! or
Plickers.) Plickers.)

216
B. Engage The teacher presents the The teacher presents the
topic and the objectives of the topic and the objectives of
lesson and shows a short the lesson and shows a
PowerPoint presentation short PowerPoint
about Halley’s comet. presentation about Halley’s
comet.
Source:
https;//www.slideserve.com/ Source:
mobile/mhbunda/comets- https;//www.slideserve.
asteroids-meteors-41629743 com/mobile/mhbunda/
comets-asteroids-meteors-
41629743

C. Explore A. Pre-activity A. Pre-activity

• The teacher groups the • The teacher groups the

students (preferably 5-6 students (preferably 5-6
members per group). members per group).
• The students choose from • The students choose
among themselves the from among themselves
group leader and the group leader and
presenter. presenter.
• The teacher orients the • The teacher orients the
students with the details of students with the details
the activity and distributes of the activity and
the activity sheets. (Refer distributes the activity
to the attached activity sheets. (Refer to the
sheet.) attached activity sheet.)

B. Activity Proper

B. Activity Proper • The students perform

the activity.
• The students perform the • The teacher monitors
activity. students’ performance
• The teacher monitors as they proceed with the
students’ performance as activity.
they proceed with the
activity. Note: Reference and other
supplementary reading
Note: Advance students may materials will be provided
be allowed to search for data by the teacher.
on comets available online.

The sessions for Day 1 may end here.

D. Explain Day 2 Day 2
• Management of learning • Management of learning
(MOL). (MOL).

217
 • Let the students finalize • Let the students finalize
their group output. their group output.
• Post-activity • Post-activity
- A representative from - A representative from
each group presents each group presents
their answers to the their answers to the
questions in the activity questions in the
sheets. activity sheets.
- The teacher may - The teacher may
emphasize points after emphasize points after
each presentation. each presentation.

E. Elaborate A facilitated discussion will be A facilitated discussion will

conducted by the teacher be conducted by the
with the aid of a slide teacher with the aid of a
presentation. Additional slide presentation.
information on comets will Additional information on
also be presented. comets will also be
presented.

Source:
Source: https://www.slideshare.net/
https://www.slideshare.net/ mobile/mhbunda/comet-
mobile/mhbunda/comet- asteroids- meteors-
asteroids-meteors-41629743 41629743

The sessions for Day 2 may end here.

F. Extend Day 3 Day 3

• Management of learning • Management of learning

(Recall of previous (Recall of previous
Activities/ Concepts). Activities/ Concepts).
• Students perform the • Students perform the
following activity: following activity:

A. Pre-activity A. Pre-activity

• The teacher groups the The teacher groups the

students. Each group may students. Each group may
have 5-6 members. have 5-6 members.
Materials (markers and Materials (markers and
manila paper) will be manila paper) will be
distributed to the groups. distributed to the groups.
• The following activity • The following activity
objective is presented: objective is presented:

218
 -give examples of -give examples of
superstitious beliefs superstitious beliefs
related to comets and related to comets and
explain whether each has explain whether each
a scientific basis. has a scientific basis.

B. Activity Proper B. Activity Proper

• Students will search for • Students will search for

superstitious beliefs superstitious beliefs
related to comets. They related to comets. They
may use the internet for may use the internet for
this purpose. this purpose.
• The students may be • The students may be
given 20 minutes to do given 30 minutes to do
their task. It is also their task. It is also
advisable to give this as a advisable to give this as
take home task at the end a take home task at the
of Day 2. end of Day 2.
• Students may come up • Students will prepare a
with a creative way of table with two columns.
presenting their output. Column 1 for the
superstition and column
C. Presentation of output 2 for the
• Group representative basis/explanation of the
presents their output in belief.
class. C. Presentation of output
D. Processing of Student • Group representative
Responses presents their output in
The teacher conducts a class.
facilitated discussion of the D. Processing of Student
results of the activity in order Responses
to emphasize important
concepts. The following The teacher conducts a
questions will be asked: facilitated discussion of the
results of the activity in
• Which superstition/s do order to emphasize
you believe in? Why? (The important concepts. The
appearance of a comet is following questions will be
a premonition that a tragic asked:
event is bound to happen.
Yes, because it has been • Which superstition/s do
passed on from generation you believe in? Why?

219
 to generation; No, (The appearance of a
because it has no scientific comet is a premonition
bases.) that a tragic event is
bound to happen. Yes,
• Why do these because it has been
superstitious beliefs still passed on from
exist? (Some people still generation to generation;
believe in these No, because it has no
superstitions which could scientific bases.)
resulted from a mere
• coincidence.) • Why do these
superstitious beliefs still
exist? (Superstitious
beliefs still exist because
some people continue to
believe in these
superstitions which could
resulted from a mere
coincidence.)

G. Evaluate Activity-embedded Activity-embedded

assessment assessment

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
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 with
the lesson.
D. No. of learners
who continue
to require
remediation.

220
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

221
 Activity 1
Comet See

I. Objective
a. Recognize pattern of appearance of the known comets
II. Materials

Manila paper marker

Internet-capable computers/ ruler

Printed reference/reading materials

III. Procedure

1. Study the data of the appearance of the comets on the printed

reference materials given.
2. Organize the data about comets by completing the table that
follows.

Table 1. Facts on Comets’ Appearances

Orbital Type of Comet Origin

Name of
Discoverer Period Orbit (Kuiper Belt/Oort
Comet Cloud)
(in years) (long/short)
1.

2.

3.

4.

5.

Questions

1. Which comet has the shortest orbital period? The longest?

2. What do you think is the reason for the difference in orbital periods of
known comets?

222
 UNPACKED LEARNING COMPETENCY

Science Grade Level/ Subject Component: Grade 8 -Earth Science

Learning Explain the regular occurrence of meteor showers

Competency/ S8ES-IIIi-j-24
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: Present data about meteor showers
Identify the different factors that can
2 days
contribute in the occurence of meteor
showers
Illustrate how meteor showers happen
regularly
2 days
Explain how meteor showers happen
regularly
Assessment 1 day
Identify superstitious beliefs and practices
in relation to meteor showers
Determine whether or not beliefs and
practices about comets and meteors have
2 days
scientific basis
Propose a doable action to promote a more
scientific understanding of asteroids,
comets and meteors
Assessment 1 day

223
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter 2nd

2 Meetings
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

Characteristics of Comets, Meteors, and

Asteroids

B. Performance The learners should be able to…

Standard
Discuss whether or not beliefs and practices about
comets, and meteors have scientific basis
C. Learning LC: explain the regular occurrence of meteor
Competencies/ showers
Objectives
(Write the LC Objectives:
code • Present data about meteor showers
for each) • Identify the different factors that can
contribute in the occurrence of meteor
showers
II. CONTENT Factors that Contribute in the Occurrence of
Meteor Showers
III.LEARNING
RESOURCES
A. References
1.Teacher’s 108-110
Guide pages
2. Learner’s 162-164
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR) portal

211
 B. Other Learning Manila Standard
Resources (http://manilastandard.net/opinion/columns/sounds-
of-science/250512/howwhen-
and-where-to-watch-a-meteor-shower.html)

Manila Bulletin
(https://news.mb.com.ph/2018/08/04/perseid-
meteor-showerto-be-observed-this-august-2/)

Inquirer.Net
(https://newsinfo.inquirer.net/1059970/geminids-
meteor-shower-to-light-up-sky-next-week-
pagasa#ixzz5gMNw6Wum)
IV. PROCEDURE A B
A. Elicit The teacher will ask the Students will be asked
following questions to to identify what is being
review the students: described
(asteroid, comet,
“What are the meteor, meteoroid,
differences between meteorite)
asteroids, comets, and
meteors?” *a chunk of ice and rock
originating from outer
“How do meteoroids, solar system, often
meteors, and meteorites accompanied by a
differ from each other?” coma and tail [COMET]
*a rock in orbit
The teacher also elicits generally between Mars
students’ experiences on and Jupiter
seeing shooting stars. [ASTEROID]
*a space rock that’s
[The elicit activities for bigger than a dust grain
advance and average but smaller than an
learners complement asteroid [METEOROID]
each other. Kindly refer *the streak of light seen
to the other column for when a space rock
the answers] enters the atmosphere
and starts burning up
[METEOR]
*if a meteor doesn’t
entirely burn up, a piece
of space rock that lands
on Earth [METEORITE]

212
 The teacher also elicits The teacher also elicits
students’ experiences on students’ experiences
seeing shooting stars. on seeing shooting
stars.
B. Engage The teacher asks the The teacher asks the
question: question:

“What are meteor “What are meteor

showers? And when can showers? And when
we expect one?” can we expect one?”
[student answers may [student answers may
vary; the teacher should vary; the teacher should
facilitate insight- facilitate insight-
gathering while noting gathering while noting
possible possible
misconceptions] misconceptions]

The teacher tells the The teacher tells the

class that the questions class that the questions
will be discovered by will be discovered by
studying news articles to studying a selection in
be given to them. the book.
C. Explore The class is grouped The class is divided into
into three. The three three and each are
groups will receive tasked to read the
different articles that will selection from page 162
be read and analyzed for to 163 and answer the
5 mins. following questions:

After the given time, the 1. What are meteor

three groups will showers? [An annual
exchange articles that phenomenon of having
will be read and high number of meteors
analyzed for 5 minutes. being observed in a
One more round of span of time which
exchange of articles for occurs when debris left
analysis will be observed by a comet/ asteroid
to complete the task. enters the Earth’s
atmosphere.]
Each group will answer
the following guide 2. What are the
questions: different meteor
showers mentioned in
1. What are meteor the selection?
showers? [An annual

213
 phenomenon of having [Geminids, Leonids,
high number of meteors Perseids]
being observed in a
span of time which 3. How are meteor
occurs when debris left showers named? [They
by a comet/ asteroid are named after the
enters the Earth’s constellation that the
atmosphere.] meteors seem to shoot
2. What are the different out of]
meteor showers
mentioned in the 4. What are the causes
articles? [Geminids, of the meteor showers
Leonids, Perseids] that you have read?
3. How are meteor [When the Earth
showers named? [They crosses the path of a
are named after the comet or an asteroid,
constellation that the the debris left by the
meteors seem to shoot space rocks in their
out of] trails enter the
4. What are the causes atmosphere and burns
of the meteor showers up to be seen as
that you have read? meteors.]
[When the Earth crosses
the path of a comet or 5. What factors will
an asteroid, the debris affect the visual
left by the space rocks in observation of meteor
their trails enter the showers? [the location
atmosphere and burns of the observer as well
up to be seen as as the weather]
meteors.]
5. What factors will
affect the visual
observation of meteor
showers? [the location of
the observer as well as
the weather]

[End of Day 1] [End of Day 1]

D. Explain Students will present Students will present
their outputs in front. their outputs in front.
E. Elaborate The teacher processes The teacher processes
the activity. the activity.
The teacher asks the
The teacher asks the following questions
following questions [from [from the engage part]

214
 the engage part] to to summarize the
summarize the lesson: lesson:
“What are meteor “What are meteor
showers? And when can showers? And when
we expect one?” [Meteor can we expect one?”
showers happen when [Meteor showers
debris from the trail of a happen when debris
comet enters the from the trail of a comet
atmosphere and enters the atmosphere
eventually burns up as and eventually burns up
shooting stars or as shooting stars or
meteors. It happens meteors. It happens
annually as the Earth annually as the Earth
crosses the path of a crosses the path of a
particular comet/ particular comet/
asteroid.] asteroid.]
F. Evaluate On a piece of paper: On a piece of paper:
“Explain the occurrence “Explain the occurrence
of meteor showers and of meteor showers and
give some examples give some examples
with descriptions” with descriptions”
G. Extend Assignment: Study the Assignment: Study the
path of the following path of the following
space rocks in relation to space rocks in relation
Earth’s orbit: to Earth’s orbit:

•Comet 109P/Swift- •Comet 109P/Swift-

Tuttle Tuttle
•Comet 1P/Halley •Comet 1P/Halley
•Comet 55P/Tempel- •Comet 55P/Tempel-
Tuttle Tuttle
•Minor planet 3200 •Minor planet 3200
Phaethon Phaethon
•Comet Thatcher •Comet Thatcher
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned

215
 80% on the
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 with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?

216
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

3 Meetings
Time & Date Quarter 2nd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

Characteristics of Comets, Meteors, and

Asteroids

B. Performance Standard The learners should be able to…

Discuss whether or not beliefs and practices

about comets, and meteors have scientific
basis
C. Learning LC: explain the regular occurrence of meteor
Competencies/ showers
Objectives
(Write the LC code Objectives:
for each) 1. Illustrate how meteor showers happen
regularly
2. Explain how meteor showers happen
regularly
II. CONTENT How Meteor Showers Occur
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 108-110
pages
2. Learner’s Materials 162-164
pages
3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

217
IV. PROCEDURE A B
A. Elicit The teacher asks the The teacher asks the
following questions to following questions to
review the students: review the students:

“What are meteor “What are meteor

showers?” [An showers?” [An annual
annual phenomenon phenomenon of
of having high having high number of
number of meteors meteors being
being observed in a observed in a span of
span of time which time which occurs
occurs when debris when debris left by a
left by a comet/ comet/ asteroid enters
asteroid enters the the Earth’s
Earth’s atmosphere.] atmosphere.]

“How are they “How are they

named?” [They are named?” [They are
named after the named after the
constellation that the constellation that the
meteors seem to meteors seem to
shoot out of] shoot out of]

“What are the “What are the different

different meteor meteor showers that
showers that you you know and when
know and when can can you expect to see
you expect to see them?” [Answers may
them?” [Answers vary; some of the
may vary; some of common meteor
the common meteor showers are leonids,
showers are leonids, geminids, and
geminids, and perseids]
perseids]
The class is also
The class is also reminded of the
reminded of the assignment given to
assignment given to them during the
them during the previous meeting.
previous meeting.
B. Engage Focus Question: Focus Question:

“From a bigger “From a bigger

perspective, how do perspective, how do

218
 meteor showers meteor showers
occur?” occur?”

[student answers [student answers may

may vary; the vary; the teacher
teacher should should facilitate
facilitate insight- insight-gathering while
gathering while noting possible
noting possible misconceptions]
misconceptions]
C. Explore Task connected to Task connected to
Focus Question: Focus Question:

The class is divided The class is divided

into 5 groups. Each into 5 groups. Each
group will be group will be assigned
assigned to one of to one of the five
the five space rocks space rocks given in
given in the previous the previous meeting
meeting as an as an assignment:
assignment:
•Comet 109P/Swift-
•Comet 109P/Swift- Tuttle
Tuttle •Comet 1P/Halley
•Comet 1P/Halley •Comet 55P/Tempel-
•Comet 55P/Tempel- Tuttle
Tuttle •Minor planet 3200
•Minor planet 3200 Phaethon
Phaethon •Comet Thatcher
•Comet Thatcher
Each group is tasked
Each group is tasked to illustrate the path of
to illustrate the path the space rock and
of the space rock and the Earth. The groups
the Earth. The will also have to
groups will also have explain what meteor
to explain what shower is observed
meteor shower is when the Earth
observed when the crosses the path of
Earth crosses the their assigned space
path of their assigned rock.
space rock.
Guide Questions:
[End of Day 3] 1. What does your
assigned space rock

219
 leave in its trail as it
revolves around the
sun? [debris]

2. What happens
when the Earth
crosses the path of
the space rock? [the
debris enter the
earth’s atmosphere
and burns up to be
seen as meteors]

3.What meteor
shower is associated
with your space rock?
When is it expected to
be observed? [student
answers will vary per
group]

4. Do the meteor
showers have same
exact dates of
occurrence? Explain.
[There is no exact and
fixed annual day for
each meteor shower
but there is a season/
month where they are
expected to be seen.]

[End of Day 3]
D. Explain Students will present Students will present
their outputs in front. their outputs in front.
E. Elaborate The teacher The teacher
processes the processes the activity.
activity.
The teacher asks the
The teacher asks the following questions
following questions [from the engage part]
[from the engage to summarize the
part] to summarize lesson:
the lesson: “From a bigger
perspective, how do

220
 “From a bigger meteor showers
perspective, how do occur?”
meteor showers
occur?”
F. Extend The class is tasked The class is tasked to
to write their personal write their personal
experience of experience of
witnessing meteors witnessing meteors
and validating if the and validating if the
meteor is likely a part meteor is likely a part
of a meteor shower. of a meteor shower.

[End of Day 4] [End of Day 4]

G. Evaluate The learners are The learners are
tasked to write a tasked to write a news
news article about article about the
the Orionids meteor Orionids meteor
shower. The article shower. The article
should include should include
suggested specific suggested specific
places in their locality places in their locality
to get a glimpse of to get a glimpse of the
the meteor shower. meteor shower.
[Day 5] [Day 5]
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work?

221
 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 it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

222
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

WEEK 2
Time & Date Quarter

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

Characteristics of Comets, Meteors, and

Asteroids

B. Performance The learners should be able to…

Standard
Discuss whether or not beliefs and practices
about comets, and meteors have scientific
basis
C. Learning LC: explain the regular occurrence of meteor
Competencies/ showers
Objectives
(Write the LC code Objectives:
for each) 1. Identify Superstitious beliefs and practices
in the community about asteroids, comets
and meteors
2. Determine whether or not these beliefs and
practices have scientific bases
3. Propose a doable action to promote a more
scientific understanding of asteroids,
comets, meteors
II. CONTENT Beliefs about Meteors, Asteroids and Comets
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 110-111
pages
2. Learner’s 165-166
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning

223
 Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE A B
A. Elicit The teacher will The teacher will
review the class about review the class about
the past Module on the past Module on
space rocks. space rocks.
B. Engage The class is asked The class is asked
about their wishes. about their wishes.

The teacher asks how The teacher asks how

they intend to make they intend to make
their wishes come their wishes come
true. true.

The class is asked if The class is asked if

they believe that their they believe that their
wishes would come wishes would come
true if they happen to true if they happen to
see a meteor. see a meteor.

The teacher The teacher

introduces a week- introduces a week-
long task about long task about
investigating beliefs investigating beliefs
and practices about and practices about
asteroids, comets, asteroids, comets,
and meteors. and meteors.
C. Explore [DAY 1] [DAY 1]
The class organizes The class organizes
into groups and into groups and
brainstorms about the brainstorms about the
different beliefs and different beliefs and
practices about space practices about space
rocks. rocks.
Output: A list of Output: A list of
beliefs and practices beliefs and practices
that they would like to that they would like to
investigate. investigate.
Assignment: Assignment:
Interview parents or Interview parents or
elderlies about their elderlies about their
224
 chosen beliefs and chosen beliefs and
practices practices

[DAY 2] [DAY 2]
The class further The class further
investigates by investigates by
interviewing teachers interviewing teachers
within the campus for within the campus for
30 minutes. The 30 minutes. The
remaining time is remaining time is
spent on consolidating spent on consolidating
the data and the data and
preparing for the preparing for the
presentation. presentation.
Output: Possible Output: Possible
explanations on explanations on
beliefs and practices beliefs and practices
and brief clarifications and brief clarifications
whether these beliefs whether these beliefs
and practices have and practices have
scientific bases (1 scientific bases (1
long Bond Paper) long Bond Paper)
D. Explain [DAY 3] [DAY 3]
The students present The students present
their outputs by group. their outputs by group.

The teacher The teacher

processes students processes students
presentations. presentations.
E. Elaborate [DAY 4] [DAY 4]
The class synthesizes The class synthesizes
the lesson by recalling the lesson by recalling
the different beliefs the different beliefs
and practices as well and practices as well
as their explanations as their explanations
whether or not they whether or not they
have any scientific have any scientific
bases. bases.

The teacher asks The teacher asks

students about the students about the
importance of having importance of having
a community that is a community that is
scientifically literate. scientifically literate.

225
 F. Extend The teacher gives The teacher gives
another task to another task to
students as guided by students as guided by
page 166 of the page 166 of the
learners’ module with learners’ module with
emphasis on the emphasis on the
proposed actions to proposed actions to
promote a more promote a more
scientific scientific
understanding of understanding of
space rocks. space rocks.

The students, by The students, by

group, brainstorm and group, brainstorm and
come up with doable come up with doable
actions to uplift the actions to uplift the
scientific scientific
understanding of the understanding of the
local community about local community about
space rocks. space rocks.
G. Evaluate [DAY 5] [DAY 5]
The students present The students present
their output as guided their output as guided
by page 166 of the by page 166 of the
learners’ module. learners’ module.

The presentations are The presentations are

evaluated using the evaluated using the
following criteria as following criteria as
guided by page 111 of guided by page 111 of
the Teacher’s guide: the Teacher’s guide:

-Quality of Research -Quality of Research

-Evidence-based -Evidence-based
stand stand
-Impacts of proposed -Impacts of proposed
actions actions
-Group Work -Group Work

V. REMARKS

VI. REFLECTION

226
VII. OTHERS
A. No. of learners who
earned 80% on the
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 with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

227
 SAMPLE ASSESSMENT
SPACE ROCKS

1. A chunk of ice and rock originating from outer solar system, often
accompanied by a coma and tail. What is being described?
a. Comet
b. Asteroid
c. Meteoroid
d. Meteor
2. Which of the following is a space rock that’s bigger than a dust grain but
smaller than an asteroid?
a. Comet
b. Asteroid
c. Meteoroid
d. Meteor
3. Which of the following is a comet?
a. Betelguese
b. Tempel-Tuttle
c. Arizona Crater
d. Geminids
4. A hypothetical space rock named AAA was discovered by astronomers.
It was observed to have an orbit which is located between the orbits of
Mars and Jupiter. The hypothetical space rock AAA is more likely a/ an:
a. Comet
b. Asteroid
c. Meteoroid
d. Meteor
5. How many years does it take for Comet Halley to revolve around the
sun?
a. 10-15 years
b. 38-49 years
c. 75-79 years
d. 180-200 years
6. The following are parts of a comet except:
a. Coma
b. Nucleus
c. Tail
d. Core
7. When comet Hale-Bopp was observed in 1997, scientists noticed a very
bright appearance of the comet. What element was associated with this?
a. Iron
b. Argon
c. Nickel
d. Copper

228
8. A hypothetical comet named CCC orbits the sun every 70 years. If the
last sighting on Earth was 1968, when will it be seen again?
a. 2038
b. 2048
c. 2058
d. 2068
9. Which of the following causes a meteor shower?
a. Water cycle
b. Strange weather
c. Debris from space
d. Man-made events
10. Which of the following affects the observation of meteor showers from
the Earth?
a. Weather
b. Light Pollution
c. Location
d. All of these
11. Meteor showers are usually named after a constellation where meteors
are expected to be seen. Which of the following is a name for a meteor
shower?
a. Betelguese
b. Tempel-Tuttle
c. Arizona Crater
d. Geminids
12. The Perseids meteor shower was named after what constellation?
a. Leo
b. Perseus
c. Gemini
d. Orion
13. Which of the following is true about meteor showers?
a. It happens every four years
b. Stars die and fall from the sky
c. The Gods are displeased
d. None of these
14. Which of the following is a superstitious belief associated with meteors?
a. Wishes coming true
b. Death
c. Bad luck
d. Strong weather
15. Which of the following is a good practice to promote scientific literacy
about space rocks in contrast to the superstitious beliefs?
a. Come up with a better explanation than the locals
b. Spread a new version of the beliefs
c. Start a new set of belief system
d. Share scientific literature in social media instead of hoaxes

229