School KABACAN NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher MARY QUEEN D. TERO Learning Area Science
January 1-5, 2024 / (AM) 8:00-9:00; 9:20-10:20; 10:20-11:20
Teaching Dates and Time Quarter 2nd
(PM) 1:00-2:00; 2:00-3:00; 3:00-4:00

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards Demonstrate an understanding
of the characteristics of
comets, meteors, and asteroid.
b. Performance Standards Discuss whether or not beliefs
and practices about comets
about meteors
have scientific bases.
c. Learning Competencies/ Compare and contrast comets,
Specific Objectives meteors, and asteroids.
S8ES-IId-23
Demonstrate an
understanding of the
characteristics of comets,
meteors, and asteroid.
Discuss whether or not
beliefs and practices about
comets about meteors
have scientific bases.
Compare and contrast comets,
meteors, and asteroids.
S8ES-IId-23
Demonstrate an
understanding of the
characteristics of comets,
meteors, and asteroid.
Discuss whether or not
beliefs and practices about
comets about meteors
have scientific bases.
Compare and contrast comets,
meteors, and asteroids.
S8ES-IId-23

1. Describe how impact craters are
formed when a comet or asteroid hits
Earth based on a simulation.
2. Present observations on simulating a
comet or asteroid impact using drawings.
1. Provide sound, scientific 1. Explain the solar system.
evidence to support one’s stand
about superstitions on comets,
asteroids, and meteors.
2. Formulate doable actions to
address superstitions on comets,
asteroids, and meteors.

II. CONTENT
Module 3: COMETS, ASTEROIDS
Module 3: COMETS, ASTEROIDS
AND METEORS
AND METEORS
Lesson 22: DO SUPERSTITIONS
Lesson 20: WHAT HAPPENS WHEN
ABOUT COMETS, ASTEROIDS, The Solar System
A COMET OR AN ASTEROID HITS
AND METEORS HAVE
THE EARTH?
SCIENTIFIC BASIS?
III. LEARNING
RESOURCES
a. References
1. Teacher’s Guide pages TG pp. 50-51 TG pp. 56-58 TG pp. 89-102
2. Learner’s Materials pages
3. Textbook pages Learners’ Module pp. 154-159 Learners’ Module pp. 165- Learners’ Module pp. 137-

4. Additional Materials from
Learning Resource (LR)
portal
b. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Compare the characteristics of these
Near-Earth Objects (NEO's), comets,
meteors, and asteroids.
167 151
http://cse.ssl.berkeley.edu/
segwayed/lessons/cometstale/
frame_history.html
Recall the Comparison and contrast
What are the different categories of
between comets, meteors, and
typhoon?
asteroids.

See table 1. Comparison of some

B. Establishing a purpose for characteristics of Comets and Asteroids
Do activity on LM page 166 about
the lesson superstitions on comets and asteroids
then answer the question after it.

Are you familiar with the planets?

C. Presenting
examples/instances of the
new lesson
Watch the video clip entitled:
Discovery Channel-Large Asteroid
Impact Simulation
D. Discussion of new 1. Fill the rectangular tray with
concepts and practicing colored flour about 3-4 centimeters
deep.
new skills #1 2. Place the tray on top of a table (or
armrest of a chair).
E. Discussion of new 3. Throw a pebble to hit the flour in
concepts and practicing the tray. Do this about four times,
hitting different parts of the flour in the
new skills #2 tray.
4. In the space below, draw the
READ the statement below. Illicit The teacher will show a video about
from the students their opinions and the 8 planets in our solar system.
reactions.
There are many superstitions that
comets, asteroids, and meteors are
signs of the end of
the world. If you research history,
you can find that a lot of comets
coincide with natural disasters.
This has been a big reason that
some people believe comets are a
sign of doomsday. Again, this is
a superstition. The Bible identifies
apostates with comets and
asteroids.
-Neila Rockson
Activity: The teacher will group the class into
Do superstitions about comets and 4 groups. Then he will give
asteroids have scientific basis? instruction about the activity. Each
Why? group have a 20 min discussion.
Each group will classify pictures
Answer:______________________ based on their name.
____________________________
______________________
____________________________
____________________________
 shape of the “craters” made by the ________
pebble on the colored flour as: Scientific facts/evidence to support
the group’s answer:
a. viewed from the top. ____________________________
____________________________
______________________
____________________________
__________________
Proposed actions to promote a
more scientific understanding of
comets, asteroids, and
Criteria
The Concept being
Rating
meteors:_____________________
b. viewed 5from the
4 3 2 1
conveyed is
delivered clearly

The drawing is
side ____________________________
realistic in relation
to
concepts learned.
5 4 3 2 1 ___________________
Cleanliness

5 4 3 2 1 ____________________________
Creativity

5 4 3 2
F. Developing mastery 1. What do you notice about the
(Leads to Formative shape of your pebble’s crater and the
shape of the impact crater shown in
Assessment 3) the photo?
2. What do you think happened to the
plants and animals living in the
area where the comet or asteroid
crashed?
G. Finding Practical Directions: Draw and interpret the
applications of concepts impact of an asteroid as it hits the
Earth surface. Use the rubrics for
and skills in daily living checking.
1
_________________
Each group will present their output
to the class.
Does believing in superstition about
How will you arrange the photos
comets, asteroids, and meteorites
based on the right order of the
have scientific basis?
planets in the solar system?
Directions: List the superstitious Each group will draw the solar
belief that you can find in the system using crayons, oil pastels
picture below. and paints.

1._____________________
2._____________________
3._____________________
4._____________________
5._____________________

H. Making generalizations Impact craters resembles the shapes
and abstractions about of the asteroid which is usually
circular. The crater is relatively larger
the lesson than the meteorites itself because of
the intensity of the impact. The
Superstition is the belief in
supernatural causality - that one
event causes another without
any natural process linking the two
events - such as astrology and
What can you say about the
arrangement of planets in our solar
system?

I. Evaluating learning
J. Additional Activities for
application of remediation
I. REMARKS
II. REFLECTION
a. No of learners who earned
80% in the evaluation
b. No. of learners who require
additional activities for
remediation who scored below
80%
c. Did remedial lessons work?
No. of learners who have
caught up with the lesson
d. No. of learner who continue to
require remediation
e. Which of my teaching
strategies work well? Why did
these work?
f. What difficulties did I
immediate surrounding during impact
is pulverized by the intense heat and
force created by the impact.
Directions: Enumerate the possible
effects of a giant meteorites smashing
into the earth.
1.
2.
3.
4.
5.
Watch the movie “Deep Impact”, state
some notable scenes about collision
of an asteroid with the Earth.
(Part of Vacation) (Part of Vacation)
certain aspects linked to
religion, like omens, witchcraft and
prophecies that contradict natural
science.
Directions: Write the word Science if the
statement pertains to a scientific fact, IDENTIFICATION: Read and
write the word Superstition if the
answer the following.
statement pertains to a superstitious
belief.
1. A shooting star is made of rocks and
other minerals. Ans. Science
2. If a mother wants a twin, she should
eat twin bananas. Ans. Superstition
3. Comets are an ordinary member of
the Solar System. Ans. Science
4. The use of a folded newspaper as a
pillow for the newborn is supposed to
Make him intelligent. Ans. Superstition
5. Lingering black butterfly is a sign that
one of your relatives just died. Ans.
Superstition
List 5 superstition about death,
pregnant women and wedding
What are asteroids?
commonly practiced in your
community.
 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?

Checked by: Noted: Approved:

JEANY A. MANUEL, Ed.D MARIO U. CORPUZ MARY JOY D. BAUTISTA, PhD

Master Teacher I Head Teacher III Principal III