JUNIOR HIGH SCHOOL School BANCA – BANCA INTEGRATED NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher ERICKA MAE T. LALOG Learning Area SCIENCE
WEEK 7 Teaching Dates and Time November 4-8, 2024 Quarter II

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of the formation of typhoons and their movement within the PAR

B. Performance The learners should be able to demonstrate precautionary measures before, during, and after a typhoon including following advisories, storm signals and calls for evacuation
Standards given by government agencies in charge.
C. Most Essential Trace the path of typhoons Trace the path of typhoons that Trace the path of typhoons that
that enter the Philippine enter the Philippine Area of enter the Philippine Area of Trace the path of typhoons that
Learning enter the Philippine Area of
Trace the path of typhoons that enter
Area of Responsibility Responsibility (PAR) using the Responsibility (PAR) using the the Philippine Area of Responsibility
Competencies/ Responsibility (PAR) using the
(PAR) using the map and map and tracking data S8ES- map and tracking data (PAR) using the map and tracking
Objectives tracking data S8ES-IId-21 IId-21 map and tracking data.
S8ES-IId-21 data.
S8ES-IId-21
Objectives: Objectives: Objectives: S8ES-IId-21
Objectives:
Objectives:
1. Determine if your 1. Determine if your location is 1. Determine if your location is in
location is in the path of a in the path of a tropical the path of a tropical cyclone, 1. Determine if your location is in
tropical cyclone, given the cyclone, given the latitude and 1. Determine if your location is in the
given the latitude and longitude the path of a tropical cyclone,
latitude and longitude longitude position path of a tropical cyclone, given the
position given the latitude and longitude
position latitude and longitude position and
2. Explain why PAGASA position and
2. Explain why PAGASA regularly
2. Explain why PAGASA regularly monitors when a monitors when a tropical cyclone 2. Explain why PAGASA regularly
2. Explain why PAGASA
regularly monitors when a tropical cyclone within PAR. within PAR. monitors when a tropical cyclone is
regularly monitors when a
tropical cyclone within within PAR.
tropical cyclone is within PAR.
PAR.
TRACKING A TRACKING A TROPICAL TRACKING A TROPICAL INSIDE THE TROPICAL INSIDE THE TROPICAL CYCLONE
II. CONTENT/TITLE TROPICAL CYCLONE CYCLONE CYCLONE CYCLONE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
TG pp.47 TG pp.47 TG pp.47 TG pp.47 TG pp.47
Pages
2. Learner’s Materials
LM pp. 144 – 146 LM pp. 144 – 146 LM pp. 144 – 146 LM pp. 146 – 148 LM pp. 146 – 148
Pages
3. Textbook Pages
4. Additional Materials google.com.ph google.com.ph google.com.ph
from Learning Resource http://weather.unisys.com/ http://weather.unisys.com/ http://weather.unisys.com/
(LR) Portals hurricane/w_pacific/ hurricane/w_pacific/2011H/ hurricane/w_pacific/2011H/
2011H/index.php index.php index.php
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous Where did the Tropical Where did the Tropical Where did the Tropical Cyclone
lesson or Cyclone form? On Land or Cyclone form? On Land or in form? On Land or in the Ocean?
in the Ocean? the Ocean? Explain why PAGASA regularly Explain why PAGASA regularly
presenting the new monitors when a Tropical monitors when a Tropical Cyclone is
lesson. (ELECIT) Cyclone is within PAR within PAR

B. Establishing a What do you think is inside the What do you think is inside the tropical
purpose for the tropical cyclone? cyclone?
Lesson (ENGAGE)

C. Presenting Explain what the picture is all

Explain what the picture is all about?
examples/ about?
instances of the
new lesson
What does the picture tells What does the picture tells
(ENGAGE) you? you?
What does the picture tells you?

D. Discussing new Consider the given two

concepts and illustrations. The top one shows a Consider the given two illustrations.
tropical cyclone as seen at an The top one shows a tropical cyclone
practicing new
Track the location of Track the location of Sendong angle. White rain bands move as seen at an angle. White rain bands
skills #1 (EXPLORE) Track the location of Sendong around the center or “eye”. The move around the center or “eye”. The
Sendong and plot each and plot each latitude –
and plot each latitude – longitude bottom illustration shows a cross- bottom illustration shows a cross-
latitude – longitude pair on longitude pair on the map with
pair on the map with the PAR. section of a tropical cyclone. It is section of a tropical cyclone. It is like
the map with the PAR. See the PAR. See LM pages 144 -
See LM pages 144 - 145 like slicing it in half and looking at slicing it in half and looking at it from
LM pages 144 - 145 145 it from the side. the side.
Give your inference on how the Give your inference on how the
typhoon generates its strong typhoon generates its strong winds.
winds.
E. Discussing new
concepts and
practicing new Answer the questions on Answer the questions on LM Answer the questions on LM
skills #2 (EXPLORE) LM page 146. page 146. page 146.

F. Developing 1. Where did Sendong 1. Where did Sendong form? 1. Where did Sendong form? Discuss the answers in the Discuss the answers in the exercise
mastery (Leads to form? 2. When did Sendong enter the 2. When did Sendong enter the exercise given (5 min) given (5 min)
Formative 2. When did Sendong enter PAR? PAR?
 Assessment) the PAR?
3. When did sending leave the 3. When did sending leave the
3. When did sending leave
PAR? PAR?
the PAR?
4. In what direction did 4. In what direction did Sendong
4. In what direction did
Sendong move? move?
Sendong move?
G. Finding practical In case your place will be In case your place will be In case your place will be visited One thing about tropical cyclone One thing about tropical cyclone that
applications of concepts visited by a strong visited by a strong typhoon? by a strong typhoon? What are that we should watch out for is we should watch out for is the strong
and skills in daily living typhoon? What are you What are you going to do? you going to do? the strong winds. winds.
(ELABORATE) going to do? The table below shows the The table below shows the tropical
tropical cyclone categories that cyclone categories that we should
we should watch for or be aware watch for or be aware of:
of:
Cyclone Maximum
Cyclone Maximum Wind Speed in
Wind Speed in kilometers per
kilometers per hour (kph)
hour (kph) Tropical 64
Tropical 64 depression
depression Tropical 118
Tropical 118 storm
storm Typhoon 200
Typhoon 200 Super Greater than
Super Greater than typhoon 200
typhoon 200

H. Making a The picture shows Tropical The picture shows Tropical The picture shows Tropical storm
generalizations and storm "Sendong" on path to storm "Sendong" on path to "Sendong" on path to Philippines.
abstraction about the Philippines. How does the Philippines. How does the How does the typhoon move as it
lesson (ELABORATE) typhoon move as it passes typhoon move as it passes the passes the country? The lowest air pressure is at the The lowest air pressure is at the eye
the country? country? eye of the tropical cyclone. All of the tropical cyclone. All tropical
tropical cyclones have low air cyclones have low air pressure at the
pressure at the center. center.
 I. Evaluating learning Choose the letter of the correct
(EVALUATE) answer.
Choose the letter of the correct
1. Which natural disaster comes
answer.
from powerful thunderstorms that
1. Which natural disaster comes from
originate over land?
powerful thunderstorms that originate
a. hurricane c.
over land?
tornado
a. hurricane c. tornado
b. cyclone d.
b. cyclone d. typhoon
typhoon (c)
(c)
Using the map of tropical Using the map of tropical storm Using the map of tropical storm 2. Which type of severe weather
2. Which type of severe weather is
storm track above, track above, determine the track above, determine the is NOT an intense tropical storm?
NOT an intense tropical storm?
determine the latitude and latitude and longitude of the latitude and longitude of the given a. hurricane c.
longitude of the given given storm in the table storm in the table a. hurricane c. tropical
tropical cyclone
storm in the table cyclone
b. typhoon d.
b. typhoon d. tornado
tornado (a)
(a)
3. A tropical cyclone which has
3. A tropical cyclone which has winds
winds going 74 mph or faster
a. Hurricane c. going 74 mph or faster
a. Hurricane c. Eye
Eye
b. Storm Surge d.
b. Storm Surge d.
Typhoon (d)
Typhoon (d)
4. Quiet, calm area at the center of a
4. Quiet, calm area at the center
hurricane
of a hurricane
c. Hurricane c. Eye
a. Hurricane c.
Eye
d. Storm Surge d.
b. Storm Surge d. typhoon (c)
typhoon (c)

J. Additional activities Bring a weather data report Bring a weather data report (air Bring a weather data report (air Make a research of the different
for application or (air pressure and wind pressure and wind speed) pressure and wind speed) taken public storm warning signals.
speed) taken from the taken from the newspaper. from the newspaper.
Remediation
newspaper.
(EXTEND)

V. REMARKS Put a check for the appropriate Put a check for the appropriate remarks: Put a check for the appropriate remarks: Put a check for the appropriate remarks: Put a check for the appropriate remarks:
remarks: ___continuation of the lesson (due to lack ___continuation of the lesson (due to lack of ___continuation of the lesson (due to lack of ___continuation of the lesson (due to lack of time)
___continuation of the lesson (due to of time) time) time) __ proceed to a new lesson __ re-teach the lesson
lack of time) __ proceed to a new lesson __ re-teach __ proceed to a new lesson __ re-teach the __ proceed to a new lesson __ re-teach the __ class suspension ___ others (Please elaborate
___proceed to a new lesson ___re- the lesson lesson lesson
teach the lesson __ class suspension ___ others (Please __ class suspension __ others (Please __ class suspension ___ others (Please
__ class suspension __ others elaborate: elaborate: elaborate
(Please elaborate:
VI. REFLECTION
A. No. of learners who earned at least _____ of Learners earned at least _____ of Learners earned at least 80% _____ of Learners earned at least 80% mark _____ of Learners earned at least 80% mark _____ of Learners earned at least 80% mark
80% mark in the evaluation 80% mark mark
B. No. of learners who require _____ of Learners who require _____ of Learners who require additional _____ of Learners who require additional _____ of Learners who require additional _____ of Learners who require additional activities
additional activities for remediation additional activities for remediation activities for remediation activities for remediation activities for remediation for remediation
(those scored below 80% mark)
C. Did the remedial lessons work? _____ YES: _____ NO _____ YES: _____ NO _____ YES: _____ NO _____ YES: _____ NO _____ YES: _____ NO
(No. of learners who have caught up _____ of Learners who have caught _____ of Learners who have caught up _____ of Learners who have caught up with _____ of Learners who have caught up with _____ of Learners who have caught up with the
with the lesson) up with the with the lesson. the lesson. the lesson. lesson.
lesson.
D. No. of learners who continue to _____ of Learners who continue to _____ of Learners who continue to ____ of Learners who continue to require ____ of Learners who continue to require ____ of Learners who continue to require
require remediation. require require remediation remediation remediation remediation
remediation
E. Which of my teaching strategies Strategies used that worked well: Strategies used that worked well: Strategies used that worked well: Strategies used that worked well: Strategies used that worked well:
worked well? ___ collaborative writing ___ ___ collaborative writing ___ Slide Deck ___ collaborative writing ___ Slide Deck ___ collaborative writing ___ Slide Deck ___ collaborative writing ___ Slide Deck presentation
Why did these strategies work? Slide Deck presentation presentation presentation presentation ___ Small-Group discussion ___ class debate
___ Small-Group discussion ___ ___ Small-Group discussion ___ class ___ Small-Group discussion ___ class debate ___ Small-Group discussion ___ class debate ___ role-playing ___ answering study questions
class debate debate ___ role-playing ___ answering study ___ role-playing ___ answering study ___ educational games ___ class demonstration
___ role-playing ___ ___ role-playing ___ answering questions questions __ discovery method__Think-Pair & Share method
answering study questions study questions ___ educational games ___ class ___ educational games ___ class ___ lecture method
___ educational games ___ ___ educational games ___ class demonstration demonstration Reason(s) for the successful teaching strategy.
class demonstration demonstration __ discovery method_ Think-Pair & Share __ discovery method__Think-Pair & Share ___ colorful Instructional Materials
___ discovery method ___ Think- __ discovery method __ Think-Pair & method method ___ complete Instructional Materials
Pair &Share method Share method ___ lecture method ___ lecture method ___ availability of materials
___ lecture method ___ lecture method Reason(s) for the successful teaching Reason(s) for the successful teaching ___ students’ eagerness to learn (effective motivation)
Reason(s) for the successful teaching Reason(s) for the successful teaching strategy. strategy. ___ group members were very cooperative to one
strategy. strategy. ___ colorful Instructional Materials ___ colorful Instructional Materials another ___ others: __________________
___ colorful Instructional Materials ___ colorful Instructional Materials ___ complete Instructional Materials ___ complete Instructional Materials
___ complete Instructional Materials ___ complete Instructional Materials ___ availability of materials ___ availability of materials
___ availability of materials ___ availability of materials ___ students’ eagerness to learn (effective motivation) ___ students’ eagerness to learn (effective motivation)
___ students’ eagerness to learn ___ students’ eagerness to learn (effective ___ group members were very cooperative to ___ group members were very cooperative to
(effective motivation) motivation) one another ___ others: one another ___ others:
___ group members were very ___ group members were very ___________________ __________________
cooperative to one another ___ cooperative to one another ___ others:
others: _________________________
_________________________
F. What difficulties did I encounter ___ bullying among pupils ___ ___ bullying among pupils ___ Insufficient ___ bullying among pupils ___ Insufficient ___ bullying among pupils ___ Insufficient ___ bullying among pupils ___ Insufficient Instructional
which my Principal or Supervisor can Insufficient Instructional Materials Instructional Materials Instructional Materials Instructional Materials Materials
help me solve? ___ unavailability of science lab/ ICT ___ unavailability of science lab/ ICT Laboratory ___ unavailability of science lab/ ICT Laboratory ___ unavailability of science lab/ ICT Laboratory ___ unavailability of science lab/ ICT Laboratory
Laboratory ___ unavailability of ICT equipment (TVs, __ unavailability of ICT equipment (TVs, __ unavailability of ICT equipment (TVs, __ unavailability of ICT equipment (TVs, Projector,Computers
___ unavailability of ICT equipment (TVs, Projectors, Computers) Projector,Computers Projector,Computers ___ others: ________
Projectors, Computers) ___ others: _________________ ___ others: ________ ___ others: ________
___ others: _________________
G. What teaching innovation or ___ localized videos ___ localized videos ___ localized videos ___ localized videos ___ localized videos
localized materials I used that I can ___ recycling of paper/ plastics to be used ___ recycling of paper/ plastics to be used as ___ recycling of paper/ plastics to be used as ___ recycling of paper/ plastics to be used as ___ recycling of paper/ plastics to be used as Instructional
share with other teachers? as Instructional Materials Instructional Materials Instructional Materials Instructional Materials Materials
___ local poetical/ writing composition ___ local poetical/ writing composition ___ local poetical/ writing composition ___ local poetical/ writing composition ___ local poetical/ writing composition
___ making use of local sources of ___ making use of local sources of information __ making use of local sources of information (local ___ making use of local sources of information (local ___ making use of local sources of information (local sourcing)
information (local sourcing) (local sourcing) sourcing) sourcing) ___ contextualized learning materials ___ others: __
___ contextualized learning materials ___ contextualized learning materials ___ ___ contextualized learning materials ___ ___ contextualized learning materials ___
___ others: ________ others: _______ others: __ others: __

Prepared by: Checked by: Noted by:

ERICKA MAE T. LALOG MARRY ANNE A. ALCANTARA MERCY S. CAPISTRANO

Subject Teacher Master Teacher II Principal I