Republic of the Philippines

Department of Education
Schools Division of Tarlac Province
CORAZON C AQUINO HIGH SCHOOL
(formerly Tagumbao High School Annex) School ID: 307007
Poblacion 3, Gerona, Tarlac Phone # (045) 491-8850
corazoncaquinohighschool@gmail.com

School CORAZON C. AQUINO HIGH SCHOOL Grade Level 8

GRADE 1 to 12 Teacher BERNADETTE L. MACADANGDANG Learning Area SCIENCE
DAILY LESSON LOG Teaching Dates and Time November 27-Decemmber 1, 2023 Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:30-8:30- HR (Mango) 12:50-1:40- 8 Lychee 7:30-8:30- 8-Mango 12:50-1:40- 8 Lychee 7:30-8:30- 8-Mango 12:50-1:40- 8 Lychee 7:30-8:30- 8-Mango 12:50-1:40- 8 Lychee 7:30-8:30- 8-Mango 12:50-1:40- 8 Lychee
8:30-9:30- 8 Avocado 1:40-2:30- 8 Apricot 8:30-9:30- 8 Avocado 1:40-2:30- 8 Apricot 8:30-9:30- 8 Avocado 1:40-2:30- 8 Apricot 8:30-9:30- 8 Avocado 1:40-2:30- 8 Apricot 8:30-9:30- 8 Avocado 1:40-2:30- 8 Apricot
9:50-10:50- Vacant 2:30-3:20- Vacant 9:50-10:50- Vacant 2:30-3:20- Vacant 9:50-10:50- Vacant 2:30-3:20- Vacant 9:50-10:50- Vacant 2:30-3:20- Vacant 9:50-10:50- Vacant 2:30-3:20- Vacant
10:50-11:50- Vacant 3:30-4:20- 8- Star apple 10:50-11:50- Vacant 3:30-4:20- 8- Star apple 10:50-11:50- Vacant 3:30-4:20- 8- Star apple 10:50-11:50- Vacant 3:30-4:20- 8- Star apple 10:50-11:50- Vacant 3:30-4:20- 8- Star apple
12:00-12:50- Vacant 12:00-12:50- Vacant 12:00-12:50- Vacant 12:00-12:50- Vacant 12:00-12:50- Vacant
a. Explain the things to do before, a. Familiarize on the things to do a. Familiarize on the things to do
a. Explain the things to do before, before, during, and after an before, during, and after an
during, and after an earthquake.
during, and after an earthquake. earthquake. earthquake.
b. Make a list on the things to do
b. Make a list on the things to do b. Conduct a role play that shows b. Conduct a role play that shows
before, during, and after an
before, during, and after an the things to do before, during, the things to do before, during,
I. OBJECTIVES HOLIDAY earthquake.
earthquake. and after an earthquake. and after an earthquake.
c. Appreciate the importance of
c. Appreciate the importance of always c. Appreciate the importance of
always being prepared in times of c. Appreciate the importance of
being prepared in times of disaster. always being prepared in times
disaster. always being prepared in times
of disasters. of disasters.
The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the: understanding of the: understanding of the: understanding of the: understanding of the:
A. Content Standard
Relationship between faults and Relationship between faults Relationship between faults and Relationship between faults Relationship between faults
earthquakes. and earthquakes. earthquakes. and earthquakes. and earthquakes.
The learners should be able to: The learners should be able to: The learners should be able to: The learners should be able to: The learners should be able to:
Make an emergency plan and Make an emergency plan and Make an emergency plan and Make an emergency plan and Make an emergency plan and
B. Performance Standard
prepare an emergency kit for use prepare an emergency kit for use prepare an emergency kit for use at prepare an emergency kit for use prepare an emergency kit for use
at home and in school. at home and in school. home and in school. at home and in school. at home and in school.
C. Learning
Competency/Objectives
Write the LC code for
S8ES-IIa-17 S8ES-IIa-17 S8ES-IIa-17 S8ES-IIa-17 S8ES-IIa-17
each.
Things to do before, during, and Things to do before, during, and after
a. CONTENT Role Play Role Play
after an earthquake an earthquake
b. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
pp. pp. pp. pp. pp.
Materials pages

3. Textbook pages/
Module Module 4, pp. 1-11 Module 4-pp. 1-11 Module 4-pp. 1-11 Module 4-pp. 1-11
Learning Module
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning TV, lap top, chalk , board, ppt Paper, pen, TV, calk, board TV, lap top, chalk, board, pictures Paper, pen, copy of assessment TV, lap top, chalk, board, pictures
Resource

c. PROCEDURES

Begin with classroom routine:
a. Prayer
b. Checking of attendance.
c. Quick “kumustahan” and give
some reminders.
Begin with classroom routine:
a. Prayer
b. Checking of attendance.
c. Quick “kumustahan” and give
some reminders.
Begin with classroom routine:
a. Prayer
b. Checking of attendance.
c. Quick “kumustahan” and give some
reminders.
Begin with classroom routine:
a. Prayer
b. Checking of attendance.
c. Quick “kumustahan” and give
some reminders.
Begin with classroom routine:
a. Prayer
b. Checking of attendance.
c. Quick “kumustahan” and give
some reminders.

What is seismic wave? What is seismic wave? Share a personal experience of Share a personal experience of
A. Reviewing previous feeling an earthquake and the feeling an earthquake and the
lesson or presenting What are the types of seismic What are the types of seismic waves? immediate actions taken. immediate actions taken.
the new lesson waves?
Differentiate body wave from surface
ELICIT Differentiate body wave from wave?
surface wave?
What are the types of body waves?
What are the types of body waves?
What are the types of surface waves?
What are the types of surface
waves?
B. Establishing a purpose
for the lesson Give trivia on the recorded major Give trivia on the recorded major Divide the class into groups and Divide the class into groups and
earthquakes that has been earthquakes that has been generated assign each group a role to play. assign each group a role to play.
ENGAGE (Get the generated in the different parts of in the different parts of the world.
students’ minds focused on the world.
the topic.)
 Ask the students the following
Ask the students the following
C. Presenting questions:
questions: Provide them with scenario Provide them with scenario
examples/Instances of
the new lesson What if an has generated, do you think describing different situations describing different situations
What if an has generated, do you
(Present the questions that you are ready? before, during, and after an before, during, and after an
think you are ready?
the students can be able to earthquake. Each group will act earthquake. Each group will act out
answer during and after the Do you know the things to do before an out their roles and demonstrate their roles and demonstrate the
Do you know the things to do before
lesson.) earthquake? How about during and the appropriate actions to take. appropriate actions to take.
an earthquake? How about during
after an earthquake?
and after an earthquake?

Group activity: Group activity:

Divide the class into 3 groups. Divide the class into 3 groups.
a. Discussing new Each group will have their Each group will have their
concepts and brainstorming on the topic given to brainstorming on the topic given to Present the rubrics.
practicing new Each group will do brainstorming
them. them.
skills # 1 in conceptualizing their skit.
Group 1: Things to do before an Group 1: Things to do before an Creativity and presentation: 5 pts
EXPLORE (Provide earthquake earthquake Accuracy of Essential Items: 5 pts
students with a common Group 2: Things to do during an Group 2: Things to do during an Explanation of Significance: 5 pts
experience.) earthquake. earthquake.
Group 3: things to do after an Group 3: things to do after an
earthquake. earthquake.

Present the rubrics.

Each group will perform their
b. Discussing new
Each group will assign a presenter Each group will assign a presenter to Creativity and presentation: 5 pts prepared role play.
concepts and
to present their output. present their output. Accuracy of Essential Items: 5 pts
practicing new
skills # 2
Explanation of Significance: 5 pts

c. Developing
mastery
(leads to Formative
Assessment 3)
Discussion and clarification on Discussion and clarification on some Each group will have their Feedbacking on the performance of
EXPLAIN (Use what some misconceptions. misconceptions. practice. each group.
students had discovered in
the explore stage to help
them build a concept.)
 d.
Finding practical
application of
Why is it important to know the
concepts and skills Why is it important to know the Why is it important to know the thing Why is it important to know the
thing to do before, during, and after
in daily living thing to do before, during, and after to do before, during, and after an thing to do before, during, and
an earthquake?
ELABORATE (Students an earthquake? earthquake? after an earthquake?
formalize and apply their
learning.)
e.
Making
generalizations and
abstractions about What are the things to remember What are the things to remember What are the things to remember What are the things to remember
the lesson before, during, and after an before, during, and after an before, during, and after an before, during, and after an
EXTEND (Students make earthquake? earthquake? earthquake? earthquake?
connections not just in the
subject/ides studied but
also beyond it.)
Evaluation will be based on the Evaluation will be based on the Evaluation will be based on the Evaluation will be based on the
f. Evaluating learning
group activity output. group activity output. group activity. group activity.
EVALUATE

A. Additional activities
for application or
remediation

d. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
e. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
8-Mango ____ out of ____ 8-Mango ____ out of ____ 8-Mango ____ out of ____ 8-Mango ____ out of ____ 8-Mango ____ out of ____
A. No. of learners who 8-Avocado ____ out of ____ 8-Avocado ____ out of ____ 8-Avocado ____ out of ____ 8-Avocado ____ out of ____ 8-Avocado ____ out of ____
earned 80% in the 8-Lychee ____ out of ____ 8-Lychee ____ out of ____ 8-Lychee ____ out of ____ 8-Lychee ____ out of ____ 8-Lychee ____ out of ____
evaluation 8-Apricot ____ out of ____ 8-Apricot ____ out of ____ 8-Apricot ____ out of ____ 8-Apricot ____ out of ____ 8-Apricot ____ out of ____
8-Star apple ____ out of ____ 8-Star apple ____ out of ____ 8-Star apple ____ out of ____ 8-Star apple ____ out of ____ 8-Star apple ____ out of ____
B. No. of learners who 8-Mango ____ out of ____ 8-Mango ____ out of ____ 8-Mango ____ out of ____ 8-Mango ____ out of ____ 8-Mango ____ out of ____
require additional 8-Avocado ____ out of ____ 8-Avocado ____ out of ____ 8-Avocado ____ out of ____ 8-Avocado ____ out of ____ 8-Avocado ____ out of ____
activities for 8-Lychee ____ out of ____ 8-Lychee ____ out of ____ 8-Lychee ____ out of ____ 8-Lychee ____ out of ____ 8-Lychee ____ out of ____
remediation who 8-Apricot ____ out of ____ 8-Apricot ____ out of ____ 8-Apricot ____ out of ____ 8-Apricot ____ out of ____ 8-Apricot ____ out of ____
scored below 80% 8-Star apple ____ out of ____ 8-Star apple ____ out of ____ 8-Star apple ____ out of ____ 8-Star apple ____ out of ____ 8-Star apple ____ out of ____
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
 D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared: Checked: Noted:

BERNADETTE L. MACADANGDANG ANAVEILLE B. CANCIO DINKY N. RAMILO

Teacher III Master Teacher II Head Teacher I

Approved:

PAUL D. GAMBOA
Principal II