St.

Mary’s College of Catbalogan

Catbalogan City, Samar

UNIT PLAN

Subject: Science 8 School Year: 2017 – 2018

Unit Topic: Earthquake and Typhoon: The Philippine’s most no.1 enemy Quarter: 2nd Unit: 1
No. of Days: 15

STAGE 1:DESIRED RESULTS

Learning standards (statement and list of topics)

Statement: The learners demonstrate an understanding of the relationship of faults and earthquakes.

Topics:

Day 1:Cracks on the earth’s Surface

Day 2: Different Faults move in different ways
Day 3: Active and inactive Faults
Day 4: Faults generate Earthquake
Day 5: Anatomy of an Earthquake
Day 6:Recording Earthquake
Day 7: Intensity and Magnitude
Day 8: Information from Earthquake
Day 9: Earthquake Preparedness
Day 10: How is typhoons develop?
Day 11: Typhoon – Prone Philippines
Day 12: Tracking typhoon and the Philippine Storm warning Signal
Day 13: Public Storm Warning Signals
Day 14: How landforms and bodies of water affect typhoon?
Day 15: Performance Task Day

Transfer Goal/s
The students/pupils in the long run and on their own will be able to ….

Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding Essential questions

The students/pupils will understand that… The students/pupils will keep considering the
following:
Typhoons and earthquakes are un avoidable but
its effect are manageable a. How am I prepared for an incoming disasters like
earthquake and typhoon?
b. How can I avoid the risk of disasters related to
earthquake and typhoon?

Knowledge Skills
The students/pupils will know… The students/pupils will be able to …

1. The meaning of fault zones; 1. Describe what fault is;

2. The different types of fault according to its 2. Explain how fault s formed;
movement; 3. Relate the different forces that leads to the
3. The two kinds of fault according to its formation of faults;
activity; 4. Describe each type of fault according to its
4. The major fault in the Philippine settings; movement;
5. The agency that study the different fault in 5. Differentiate active and inactive faults;
the country; 6. Determine the activity of the major faults in the
6. The major fault in the Philippine settings; Philippines;
7. The agency that study the different fault in 7. Explain the importance of knowing the major fault
 the country; in the county;
8. The meaning of seismic wave and seismic 8. Determine the activity of the major faults in the
energy; Philippines;
9. The earthquake focus and epicenter; 9. Explain the importance of knowing the major fault
10. The meaning of intensity of an earthquake; in the county;
11. The scales used to determine the intensity 10. Explain how movements along faults generate
and the magnitude of an earthquake; earthquakes;
12. The different kinds of seismic waves released 11. Differentiate the epicentre of an earthquake from
from the focus; its focus;
13. The different earths layer; 12. Explain how seismic wave is released from the
14. The different conditions for typhoon earthquake focus;
formation; 13. Differentiate the intensity of an earthquake from
15. The anatomy of a storm ; its magnitude;
16. The earthquake preparedness; 14. Explain how seismic waves provide information
17. The location of Philippines in relation to the about the interior of the Earth;
typhoon belt; 15. Apply the different earthquake preparedness
18. The Philippine area of Responsibility; through a role play;
19. The different public storm warning signals; 16. Explain how typhoons develops;
20. The different factors that affect typhoon. 17. Infer why the Phillipines is typhoon – prone;
18. Traces the path of typhoons that enter the
Philippine area of Responsibility (PAR) using a
topographic map and Tracking Data;
19. Describe the effect of each public storm warning
signals;
20. Formulate precautionary measures when a
particular PSWS is being raised;
21. Explains how landforms and bodies of water
affect typhoon.

STAGE 2:ASSESSMENT EVIDENCE

Performance Task (with rubrics)

Goal: Develop sign boards/tarpaulins in line with disaster preparedness

Role: Member of Youth for the Future Organization

Audience: Youth

Situation: For several years, several lives and properties were claimed and destroyed by disasters. Disaster
preparedness provides a platform to design effective, realistic and coordinated planning, reduces duplication
of efforts and increase the overall effectiveness of National Societies, household and community members
disaster preparedness and response efforts. Disaster preparedness activity-embedded with risk reduction
measures can prevent disaster situations and also result in saving maximum lives and livelihoods during any
disaster situation, enabling the affected population to get back to normalcy within a short time period. As a
member of Youth for the Future Organization, one of your advocates is to, at the least, provide a way to pose
disaster preparedness in your community/school campus.

Product/Performance: Sign Boards/ Tarpaulin

Standards: RUBRICS

Other Evidences:
1. Chapter quizzes (announced quizzes)
2. Unit test
3. Activity sheets
4. Laboratory activities
5. Graded recitations
6. Assignments / homework
7. Enrichment reports/output

STAGE 3: LEARNING ACTIVITIES

Day 1: Cracks on the earth’s Surface

- Introduction of the unit
- Presentation of the essential questions
- Rationalization on Performance Task
- Discuss the concept of Faults
- Interactive simulation on the formation of fault

Day 2: Different Faults move in different ways

- Fault Hand Models
- Discussion on the Different Faults that move in different ways
- Laboratory Activity

Day 3: Active and inactive Faults

- Flipped-Learning
- Socratic Method: this will be done to see how much students know about the topic with the material
they used during the flipped-learning
- Laboratory Activity

Day 4: Faults in the Philippines

- Identifying of major faults with the aid of a map
- Graded Recitation
- Laboratory Activity

Day 5: Anatomy of an Earthquake

- Lecture on the Anatomy of an Earthquake
- Make model or illustration that describe focus and epicentre
- Use Venn diagram to compare and contrast focus and epicentre
- Discuss the generation of seismic wave from the earthquake focus

Day 6: Recording earthquake

 - Video presentation of documentary film about recording earthquake
- Graded recitations

Day 7:Intensity and Magnitude

- Read the news article of an earthquake. Take down notes of the important details like the intensity and
the magnitude of an earthquake. Based form the article, ask them to differentiate intensity and
magnitude

Day 8:Information from Earthquake

- Discussion on the information earthquake provide about the earth’s interior
- Discovery approach
They will explain how scientist discovers the earth’s layer.
- Conduct a buzz session for them to give their explanation

Day 9:Earthquake Preparedness

- Classroom-based activity
- The shakeout activity
- As an enrichment output, students must be able

Day 10: How typhoons develops

- Group activity: they will discuss how typhoons develop using a series of event chain graphic
organizer.
- Conduct a gallery walk

Day 11: Typhoon – Prone Philippines

- Inquiry based
Activity: Why is the Philippines is prone to typhoon?

Day 12: Tracking typhoon and the Philippine Storm warning Signal
- Inquiry based
Activity: Tracking typhoon

Day 13: Public Storm Warning Signals

- Role play the effect of each PSWS
- Through a comic strip, illustrate the effect of each PSWS
- If you are a city officials, how will you respond when a particular PSWS is raised

Day 14: How landforms and bodies of water affect typhoon?

- Laboratory activity; factors that affect typhoon

Day 15: Performance task Day

References/Instructional Materials:
1. Reference book ( exploring life through science)
2. Internet (downloadable interactive simulation, youtube videos/tutorials)
4. Magazines, newspapers, periodicals with articles related to force and laws of motion
5. Laboratory activity manual

Prepared By: Checked by: Approved By:

NICZEL T. GACULA MRS. VILMA CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator Principal

St. Mary’s College of Catbalogan

Catbalogan City, Samar

LEARNING PLAN
Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable.

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES
Focus: Cracks on the Earth Surface
Review: Not applicable (first topic of the unit).
Motivation: Have you ever experienced an earthquake?
Activating prior knowledge: What do you think are the cause of fault?
II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. Have you ever felt am earthquake?

The students will know: 2. What potential danger are posed by faults?
What a fault is. 3. In what way can this simple crack on earth’s surface
be the reason of devastation?
The students will be able to: 4. How can I avoid the risk of disasters related to
a. Describe what a fault is; & earthquake and typhoon?
b. Explain how a fault is formed.
C. Integration (Meaning and Transfer)
Strategy/Activities:
- Introduction of the unit c.1. Ignacian Core/ Related values:
- Presentation of the essential
questions Core Value: Excellence
- Rationalization on Performance Task
- Discuss the concept of Faults Related value: Competence
- Interactive simulation on the
formation of fault c.2. Social Orientation :
Unemployment (less competent)

c.3. Lesson Across Discipline:

AP: Economics

c.4. faith reflection:

“For you were once darkness, but now you are light in the
Lord. Live as children of light.” - Ephesians 5:8

III. EVALUATION/ASSESSMENT (TRANSFER)

1. What is a fault?
2. How is fault formed?

IV. SUMMARY/ACTION (Transfer)

Summary: What are the potential danger brought by fault and how can we prevent it?

Action: In your own way as Marian, how are you going to help educate your community on what danger a fault
possesses?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Choose only one from the procedures below?

1. Explain why fault generate earthquake.
 2. How will you disseminate information if your place is situated near the fault?
.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Different Fault Movements

Review: What is a fault?
Motivation: What do you think will happen when rocks are stretched? How about clay. Demonstrate stretching
of clay.
Activating prior knowledge: What would happen to the earth when this faults always move?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. How do fault move?

2. How do it differ from each other?
The students will know: 3. What potential dangers are posed by fault?
The different types of fault according to 4. How can I avoid the risk of disasters related to
its movement. earthquake and typhoon?

C. Integration (Meaning and Transfer)

The students will be able to:
a. Relate the different forces that leads to c.1. Ignacian Core/ Related values:
the formation of faults; &
b. Infer how faults differ from one another. Core Value: Service
Strategy/Activities:
Related value: Stewardship
- Interactive simulation on the
different fault movement. c.2. Social Orientation :
- Video presentation Never minds understanding how natural system works
- Laboratory Activity and how it affects the society.

c.3. Lesson Across Discipline:

Values: Emphasis on the concern for nature.

c.4. faith reflection:

“For since the creation of the world God’s invisible

quantities – his eternal power and divine nature – have been
clearly seen, being understood from what has been made, so
that people are without excuse.” – Romans 1:20

III. EVALUATION/ASSESSMENT (TRANSFER)

Answer the question in the laboratory manual.

IV. SUMMARY/ACTION (Transfer)

Summary: What are the characteristic movement of each type of fault?

Action: In your own way as Marian, how are you going to explain to the young ones the importance of studying
the different fault movements?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Differentiate active fault and inactive fault.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Active and Inactive Fault

Review: What are the different fault movements? How do it affects nature and humanities?
Motivation: Show pictures.
Activating prior knowledge: How will we know that a fault is active or not?

II. Lesson Development B. Broadening of Concept (Meaning)

1. In what areas in the Philippines is active and inactive
A. Presentation of the concepts faults located?
2. What potential dangers are posed by fault?
The students will know: 3. Which type of fault poses greater risk?
The two kinds of faults according to its 4. How can I avoid the risk of disasters related to
activity. earthquake and typhoon?

C. Integration (Meaning and Transfer)

The students will be able to:
a. Differentiate active and inactive faults. c.1. Ignacian Core/ Related values:
Strategy/Activities:
Core Value: Service
- Flipped-Learning
- Socratic Method: this will be done to Related value: Stewardship
see how much students know about
the topic with the material they used c.2. Social Orientation :
during the flipped-learning Lack of awareness (graft and corruption)
- Laboratory Activity
c.3. Lesson Across Discipline:
Values: Emphasis on the concern for nature.

c.4. faith reflection:

“For since the creation of the world God’s invisible

quantities – his eternal power and divine nature – have been
clearly seen, being understood from what has been made, so
that people are without excuse.” – Romans 1:20

III. EVALUATION/ASSESSMENT (TRANSFER)

Answer the question in the laboratory manual.

IV. SUMMARY/ACTION (Transfer)

Summary: What places in the Philippines has an active fault? How are you going to lessen the risk that it could
bring to the community?

Action: In your own way as Marian, how will you help the community to lessen the risk of active fault
movements?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Research an article about an active fault and its effect to the community.
Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Fault in the Philippine Settings

Review: What is the difference between active and inactive fault?
Motivation: Have you tried throwing stone on a pond? What did you observe to the water? Did you know that
the seismic wave is the same as the water that ripples then move away from where the stone was dropped?
Activating prior knowledge: Have you heard the term focus and epicentre? We’ve known that from news
about earthquake.

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. How do fault move?

2. What energy transformation you observe in the
The students will know: generation of earthquake?
a. The meaning of seismic wave and 3. What is the relationship between faults and
seismic energy. earthquakes?
4. How can I avoid the risk of disasters related to
The students will be able to: earthquake and typhoon?
a. Explain how movements along faults
generate earthquakes. C. Integration (Meaning and Transfer)

Strategy/Activities: c.1. Ignacian Core/ Related values:

- Identifying the major faults with the Core Value: Faith

aid of a map
- Throwback: Discussion on the tragic Related value: Nationalism
events brought by earthquake in the
different parts of the Philippines c.2. Social Orientation :
- Graded Recitation The Philippines is located in the ring of fire thus it has
- Laboratory Activity many active volcanoes.

c.3. Lesson Across Discipline:

AP: Geography

c.4. faith reflection:

“For since the creation of the world God’s invisible

quantities – his eternal power and divine nature – have been
clearly seen, being understood from what has been made, so
that people are without excuse.” – Romans 1:20
 III. EVALUATION/ASSESSMENT (TRANSFER)

Answer laboratory activity.

IV. SUMMARY/ACTION (Transfer)

Summary: What is the relationship between fault and earthquake?

Action: What part of our topic that is applicable in daily lives?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

1. Write an essay about the importance of being prepared in earthquake.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Anatomy of an Earthquake

Review: How can earthquake generate fault?
Motivation: Have you tried throwing stone on a pond? What did you observe to the water? Did you know that
the seismic wave is the same as the water that ripples then move away from where the stone was dropped?
Activating prior knowledge: Have you heard the term focus and epicentre? We’ve known that from news
about earthquake.

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. Do you know how earthquake is produced?

2. How do seismic waves reach the earth’s surface?
The students will know: 3. How can I avoid the risk of disasters related to
a. The Anatomy of earthquake earthquake and typhoon?

The students will be able to: C. Integration (Meaning and Transfer)

a. Illustrate the anatomy of earthquake.
c.1. Ignacian Core/ Related values:
Strategy/Activities:
Core Value: Service
- Lecture on the Anatomy of an
Earthquake Related value: Stewardship
- Make model or illustration that
describe focus and epicentre c.2. Social Orientation :
- Use Venn diagram to compare and Philippines as located in the ring of fire has many active
contrast focus and epicentre faults, does care towards nature is needed.
- Discuss the generation of seismic
wave from the earthquake focus c.3. Lesson Across Discipline:
Values: Emphasis on the concern for nature.

c.4. faith reflection:

“For since the creation of the world God’s invisible

quantities – his eternal power and divine nature – have been
clearly seen, being understood from what has been made, so
that people are without excuse.” – Romans 1:201
III. EVALUATION/ASSESSMENT (TRANSFER)

Answer laboratory activity.

IV. SUMMARY/ACTION (Transfer)

Summary: What characterizes earthquake?

Action: Why do we need to know the epicentre and focus of an earthquake?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

1. How are earthquakes recorded?

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Recording Earthquakes

Review: How do seismic wave reach the earth’s surface?
Motivation: Video presentation
Activating prior knowledge: Why is there a need to record an earthquake?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. Do you know the material used in recording

earthquake?
The students will know: 2. How does a geologist record the earthquakes?
a. How an earthquake is recorded. 3. What information about earthquakes is gathered from
seismographs?
The students will be able to: 4. How can I avoid the risk of disasters related to
a. Explain how earthquake is recorded. earthquake and typhoon?

Strategy/Activities: C. Integration (Meaning and Transfer)

- Discussion on the information c.1. Ignacian Core/ Related values:

earthquake provide about the earth’s
interior Core Value: Service
- Discovery approach
They will explain how scientist Related value: Stewardship
discovers the earth’s layer.
- Conduct a buzz session for them to give c.2. Social Orientation :
their explanation Philippines as located in the ring of fire has many active
faults, does care towards nature is needed.

c.3. Lesson Across Discipline:

Values: Emphasis on the concern for nature.

c.4. faith reflection:

“For since the creation of the world God’s invisible

quantities – his eternal power and divine nature – have been
clearly seen, being understood from what has been made, so
that people are without excuse.” – Romans 1:201
III. EVALUATION/ASSESSMENT (TRANSFER)

Short quiz.
IV. SUMMARY/ACTION (Transfer)

Summary: How are earthquakes recorded?

Action: In your own way, as Marian, how you inform others about the instruments used in recording an
earthquake?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

1. Differentiate intensity and magnitude.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Intensity and Magnitude

Review: What instruments are used in recording earthquakes?
Motivation: Video presentation
Activating prior knowledge: What have you observed in the video presentation?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. Do you know the levels of earthquake intensity?

2. Can this tell us how much we can be devastated?
The students will know: 3. What are the characteristics of a destructive
a. The meaning of intensity of an earthquake; earthquake?
b. The scales used to determine the intensity 4. How can I avoid the risk of disasters related to
and the magnitude of an earthquake. earthquake and typhoon?

The students will be able to: C. Integration (Meaning and Transfer)

a. Differentiate the intensity of an earthquake
from its magnitude c.1. Ignacian Core/ Related values:

Strategy/Activities: Core Value: Service

- Video presentation of documentary Related value: Charity

film about earthquake with different
intensity and magnitude. c.2. Social Orientation :
- Graded recitation Philippines as located in the ring of fire has many active
- Read the news article of an faults, does care towards nature is needed.
earthquake.
c.3. Lesson Across Discipline:
MATH: Measurements.

c.4. faith reflection:

“Surely goodness and love will follow me all the days of my
life, and I will dwell in the house of the LORD forever.”
Psalm 23:6
III. EVALUATION/ASSESSMENT (TRANSFER)

1. What do earthquake’ intensity and magnitude tell us?

2. What is the difference between intensity and magnitude?

IV. SUMMARY/ACTION (Transfer)

Summary: How are earthquakes recorded?

Action: What is the importance of knowing the strength of an earthquake in terms of its intensity and
magnitude?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Direction: research and study the following:
1. What are the different earth’s layers?
2. What are the characteristics or properties of each layer?
Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Information from Earthquake

Review: How is intensity differ from magnitude?
Motivation: Show boiled egg as an analogy of the earth’s layer.
Activating prior knowledge: Based from the assignment, what are the different layers of the earth?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. What information do earthquakes give us about the

earth?
The students will know: 2. How is this information relevant to us?
a. The layers of the earth; 3. Why should we know this information?
b. the characteristics of each layer. 4. How can I avoid the risk of disasters related to
earthquake and typhoon?
The students will be able to:
a. Differentiate the differentiate the layers of C. Integration (Meaning and Transfer)
the earth;
b. Enumerate the different seismic waves. c.1. Ignacian Core/ Related values:

Strategy/Activities: Core Value: Service

- Lecture Discussion Related value: Stewardship

- Demonstration: the Human Wave to
show how seismic waves move c.2. Social Orientation :
Philippines as located in the ring of fire has many active
faults, does care towards nature is needed.

c.3. Lesson Across Discipline:

English: Part of Speech

c.4. faith reflection:

“For since the creation of the world God’s invisible qualities
—his eternal power and divine  nature—have been clearly
seen, being understood from what has been made, so that
people are without excuse. “- Romans 1:20

III. EVALUATION/ASSESSMENT (TRANSFER)

I. Identify the parts of the earth.

II. Write the characteristics of each layers.
IV. SUMMARY/ACTION (Transfer)

Summary: What information do earthquakes give us about the earth’s interior?

Action: In your own way, as Marian, what way would you prefer to gain evidences about waves generated by
earthquake?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Research 5 earthquake preparedness.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Earthquake Preparedness

Review: What are the waves generated by earthquake?
Motivation: Can you prevent the harmful effects of earthquake?
Activating prior knowledge: What happened to the place after the earthquake?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. What should you do before, during and after an
earthquakes?
The students will know: 2. How is this preparation relevant to your living?
a. The importance of earthquake 3. Can this simple preparation be helpful to you?
preparedness. 4. How can I avoid the risk of disasters related to
earthquake and typhoon?
The students will be able to:
a. Apply the different safety precautions for C. Integration (Meaning and Transfer)
earthquakes.
Strategy/Activities: c.1. Ignacian Core/ Related values:

- Classroom-based activity Core Value: Service

- The shakeout activity
- As an enrichment output, students Related value: Stewardship
must be able to draw their ideal
emergency bag c.2. Social Orientation :
Philippines as located in the ring of fire has many active
faults, does care towards nature is needed.

c.3. Lesson Across Discipline:

TLE: Preparation of ingredients and tools for smooth
cooking.

c.4. faith reflection:

“For since the creation of the world God’s invisible qualities
—his eternal power and divine  nature—have been clearly
seen, being understood from what has been made, so that
people are without excuse. “- Romans 1:20
III. EVALUATION/ASSESSMENT (TRANSFER)

Activity: Shakeout
IV. SUMMARY/ACTION (Transfer)

Summary: What have you learned today?

Action: In your own way, as Marian, how can you help others in terms of disaster preparedness?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Make a slogan about earthquake preparedness.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: How typhoons develop

Review: What is seismic wave?
Motivation: Video presentation of weather forecasting
Activating prior knowledge: What are the two kinds of air?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. How do you interpret signs of an upcoming storm?

2. Why is it that the Philippines is prone to typhoon?
The students will know: 3. How can I avoid the risk of disasters related to
a. The different conditions for typhoon earthquake and typhoon?
formation;
b. The anatomy of a storm. C. Integration (Meaning and Transfer)

The students will be able to: c.1. Ignacian Core/ Related values:
a. Explain how typhoons develop.
Core Value: Excellence
Strategy/Activities:
Related value: Competence
- Group activity: they will discuss how
typhoons develop using a series of event c.2. Social Orientation :
chain graphic organizer. Philippines is located near the equator that causes it to be
- Conduct a gallery walk prone to typhoons.

c.3. Lesson Across Discipline:

TLE: Cooking a food, it undergoes a process.

c.4. faith reflection:

"Man does not live on bread alone, but on every word that
comes from the mouth of God." Matthew 4:4
III. EVALUATION/ASSESSMENT (TRANSFER)

1. How do typhoons develop?

2. What are the different conditions for a typhoon to develop?
IV. SUMMARY/ACTION (Transfer)

Summary: What did you learn about typhoon?

Action: What important information that you have gained today that is applicable for disaster preparedness?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Direction: Construct a schematic diagram about the development of typhoon.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Typhoon-prone Philippines

Review: How is a typhoon being developed?
Motivation: Video presentation of weather forecasting in the Philippines.
Activating prior knowledge: What is the strongest typhoon Philippines has ever had?
II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. How do you interpret signs of an upcoming storm?

2. Why is it that the Philippines is prone to typhoon?
The students will know: 3. What is the relation between the geographic locations of
a. The reason why Philippines is prone the country to the frequency of typhoon?
to typhoon. 4. How can I avoid the risk of disasters related to
earthquake and typhoon?
The students will be able to:
a. Explain why Philippines is prone to C. Integration (Meaning and Transfer)
typhoons.
c.1. Ignacian Core/ Related values:
Strategy/Activities:
Core Value: Faith
- Inquiry based
Activity: Why is the Philippines is prone Related value: Nationalism
to typhoon?
c.2. Social Orientation :
Philippines is located near the equator that causes it to be
prone to typhoons. Thus, extending help to typhoon victims
is a must.

c.3. Lesson Across Discipline:

AP: Studying the Philippine archipelago

c.4. faith reflection:

“Whatever you do to the least of my brothers, you did it to
me.” Matthew 25:40
III. EVALUATION/ASSESSMENT (TRANSFER)

1. What makes Philippines typhoon-prone?

IV. SUMMARY/ACTION (Transfer)

Summary: Why is Philippines prone to typhoons?

Action: Now that you already know that our country is prone to typhoon, how ready are you for the disaster
related to this?
VI. PURPOSIVE ASSIGNMENT (Differentiated)
Direction: Choose only one from the procedures below.
1. Research about the frequency of typhoons in our country in a year. Construct a table or chart about
your data.
2. List down the different materials you need for emergency survival kit and explain the relevance of
each.
Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Tracking typhoon and the Philippine Storm warning Signal

Review: Why is it that the Philippines is prone to typhoon?
Motivation: What part of our country that always experience strong typhoons? Today we will trace path of
typhoon.
Activating prior knowledge: Recall the topic in G 7, the latitude and the longitude.
II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. How do you interpret signs of an upcoming storm?

2. How does a typhoon being tracked?
The students will know: 3. What is the relation between the geographic locations of
a. The Philippine area of responsibility. the country to the frequency of typhoon?
4. How can I avoid the risk of disasters related to
The students will be able to: earthquake and typhoon?
a. Traces the path of typhoons that enter
the Philippine area of Responsibility (PAR) C. Integration (Meaning and Transfer)
using a topographic map and Tracking Data
Explain why Philippines is prone to c.1. Ignacian Core/ Related values:
typhoons.
Core Value: Excellence
Strategy/Activities:
Related value: Competence
- Inquiry based
Activity: Tracking the typhoon. c.2. Social Orientation :
High rate of casualty due to lack of information.

c.3. Lesson Across Discipline:

Aralin Panlipunan: Longitude and Latitude

c.4. faith reflection:

“I can do all things through CHRIST who strengthens me.”
Philippians 4:13
III. EVALUATION/ASSESSMENT (TRANSFER)

1. Describe the common path of typhoons?

IV. SUMMARY/ACTION (Transfer)

Summary: What is the importance of knowing the path of typhoon?

Action: How are you going to apply your knowledge in tracking the typhoon to your life?
VI. PURPOSIVE ASSIGNMENT (Differentiated)
 Direction: Choose only one from the procedures below.
1. Research what common area is always affected by typhoon for the last 10 years.
2. Explain how the earth’s revolution affects the track of the typhoon.
Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: Public Storm Warning Signals

Review: Why is it that the Philippines is prone to typhoon?
Motivation: Video presentation
Activating prior knowledge: In what way are you being informed when a typhoon is coming?
II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. How does a typhoon being tracked?

2. How are people being informed for an upcoming
The students will know: typhoon?
a. The different public storm signals. 3. What are the necessary things or materials in preparing
for emergency survival kit?
The students will be able to: 4. How can I avoid the risk of disasters related to
a. Describe the effect of each public earthquake and typhoon?
storm warning signals;
b. Formulate precautionary measures C. Integration (Meaning and Transfer)
when a particular PSWS is being
raised. c.1. Ignacian Core/ Related values:

Strategy/Activities: Core Value: Service

(Learning Style Multi intelligences Related value: Charity

strategies)
- Role play the effect of each PSWS c.2. Social Orientation :
- Through a comic strip, illustrate the High rate of casualty due to lack of information.
effect of each PSWS
If you are a city officials, how will you c.3. Lesson Across Discipline:
respond when a particular PSWS is MAPEH: Risk reduction management
raised
c.4. faith reflection:
“He lifted me out of the slimy pit, out of the mud and mire;
he set my feet on a rock and gave me a firm place to stand.”
Psalm 40:2
III. EVALUATION/ASSESSMENT (TRANSFER)

1. Describe the effect during the following PSWS and formulate precautionary measure.
a. PSWS no. 2
b. PSWS no. 3

IV. SUMMARY/ACTION (Transfer)

Summary: Why do we need to know the strength of a typhoon?

Action: How are you going to respond when a particular PSWS is raised by the PAGASA in order to lessen the
worries of your community?
VI. PURPOSIVE ASSIGNMENT (Differentiated)

Direction: Choose only one from the procedures below.

1. Interview your parents or any elder in your community about their experience of different typhoons.
2. How will you show sympathy to those who are affected by typhoon?
Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Conduct an activity that will lessen the risk of disaster related to earthquake and typhoon to ensure safety
among God’s people.

Essential understanding:
Typhoons and earthquakes are un avoidable but its effect are manageable

Essential questions:
a. How am I prepared for incoming disasters like earthquake and typhoon?
b. How can I avoid the risk of disasters related to earthquake and typhoon?
I. PRELIMINARIES

Focus: How landforms and bodies of water affect typhoon

Review: What are the different public storm warning signals and each effect?
Motivation: Why is it that some parts of the Philippines are frequently visited by typhoons and some areas are
not?
Activating prior knowledge: How does precipitation like rain occurs?
II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. What is the relation between the geographic locations of
the country to the frequency of typhoon?
The students will know: 2. Why is it that it is very dangerous to stay near the
a. The factors that affect typhoon. coastal areas once there is a typhoon?
3. How are you going to compare the strength of the
The students will be able to: typhoon near the coast to that of the mid part of
a. Explains how landforms and bodies of landmasses?
water affect typhoon? 4. How can I avoid the risk of disasters related to
earthquake and typhoon?
Strategy/Activities:
C. Integration (Meaning and Transfer)
- Laboratory activity
- Socratic method c.1. Ignacian Core/ Related values:

Core Value: Excellence

Related value: Competence

c.2. Social Orientation :

High rate of casualty due to lack of information.

c.3. Lesson Across Discipline:

Aralin Panlipunan: Philippine archipelago

c.4. faith reflection:

“My eyes are ever on the LORD, for only he will release my
feet from the snare.” Psalm 25:15
III. EVALUATION/ASSESSMENT (TRANSFER)

1. Explains how landforms and bodies of water affect typhoon?

IV. SUMMARY/ACTION (Transfer)

Summary: What are the factors that affect typhoon?

Action: What insight you have learned today that is applicable in preparation for incoming disaster?
VI. PURPOSIVE ASSIGNMENT (Differentiated)

Review whole unit one.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal