K to 12 Daily Lesson Log

Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: August 22, 2019 Date: August 23, 2019 Date: August 24, 2019 Date: August 25, 2019 Date: August 26, 2019
Topic: CHECKING OF CHECKING OF CHECKING OF CHECKING OF PRETEST ON
UNIT 2 MODULE 1
Objectives : FIRST PERIODIC EXAM PORTFOLIO PORTFOLIO PERFORMANCE TASK
(Earthquakes and Faults)

Learners'
Materials Used:

Procedure:

Evaluation/
Strategy:

Assignment:
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: August 29, 2019 Date: August 30, 2019 Date: August 31, 2019 Date: September 01, 2019 Date: September 02, 2019
Topic: Unit 2 Module 1: Earthquake & Fault Unit 2 Module 1: Earthquake & Fault Unit 2 Module 1: Earthquake & Fault OPENING SALVO OF NATIONAL SCIENCE
1. Explain how faults generate 1. Explain the effect of bending of rocks
Objectives : 1. Describe the appearance of a fault.
earthquakes. along faults. SCIENCE MONTH 2016 CLUBS SUMMIT 2016

2. Explain why not all movement along 2. Relate faults movement and
2. Explain how a fault forms.
faults produces earthquakes. earthquakes.

3. Explain how movement along faults 3. Explain how movement along faults 3. Explain how movement along faults
generate earthquake. generate earthquake. generate earthquake.

Learners' TG pp. 68 - 72 TG pp. 72 - 74 TG pp. 74 - 76

Materials Used: LG pp. 115 - 119 (Activity 1) LG pp. 120 - 122 (Activity 2) LG pp. 122 - 124 (Activity 3)

1. GROUP ACTIVITY: The students will 1. Group Acitivity: The students will 1. Group Acitivity: The students will
perform an activity that describes the simulate how movement along faults perform the activity that simulates how
Procedure: formation/appearance of a fault using a generate earthquakes by using two boxes, rocks bend along a fault using rulers and
cardboard, sand, and ruler. masking tape, rubber band, and clip. clay.

2. Group Reporting: As you move the 2. Group Reporting: What happens to the 2. Group Reporting: What happens when
sheets, what is formed on the sand? rubber band? What happens to the house? the bending becomes too much?

3. What happens to the lines? What is the Which is the fault in the setup?Why not all 3. In the activity, what does the ruler and
relationship between earthquakes and movement along faults produces clay represent? What is the effect of the
faults? earthquakes? bending of rocks along faults?

Group Reporting, Lecture and Discussion, Group Reporting, Lecture and Discussion, Group Reporting, Lecture and Discussion,
Evaluation/
Answering Process Questions, Answering Process Questions, Answering Process Questions,
Strategy:
Performance of Group Activity Performance of Group Activity Performance of Group Activity

Differeniate the two general types of Compare and contrast the 3 types of active Relate the of movement of tectonic plates
Assignment:
faults. faults. to the type of faults formed.
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: September 05, 2019 Date: September 06, 2019 Date: September 07, 2019 Date: September 08, 2019 Date: September 09, 2019
Topic: NATIONAL SCIENCE DNHS DNHS DNHS DNHS

Objectives : CLUBS SUMMIT 2019 INTRAMURALS 2019 INTRAMURALS 2019 INTRAMURALS 2019 INTRAMURALS 2019

Learners'
Materials Used:

Procedure:

Evaluation/
Strategy:

Assignment:

Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: September 12, 2019 Date: September 13, 2019 Date: September 14, 2019 Date: September 15, 2019 Date: September 16, 2019
Topic: HOLIDAY Unit 2 Module 1: Earthquake & Fault Unit 2 Module 1: Earthquake & Fault Unit 2 Module 1: Earthquake & Fault SUMMATIVE TEST ON

Objectives :
1. Differentiate between focus and 1. Differentiate between focus and
1. Explain how tsunamis are generated.
UNIT 2 MODULE 1
epicenter. epicenter. (Earthquakes & Faults)
2. Demonstrate how movement along 2. Demonstrate how movement along 2. Infer why tsunamis do not always occur
faults affect the surroundings. faults affect the surroundings. even when there is an earthquake.

3. Explain how movement along faults 3. Explain how movement along faults 3. Explain how movement along faults
generate earthquake. generate earthquake. generate earthquake.

Learners' TG pp. 77 - 85 TG pp. 77 - 85 TG pp. 86 - 88

Materials Used: LG pp. 125 - 132 (Activity 4) LG pp. 125 - 132 (Activity 4) LG pp. 133 - 136 (Activity 5)
1. Performance Task: The students will 1. Performance Task: The students will 1. Group Activity: The students will
Procedure: make a fault model using a photocopy of make a fault model using a photocopy of construct a simple circuit using a dry cell, a
the fault model. the fault model. bulb, a switch, and an ammeter.

2. The students will point out/locate the 2. The students will point out/locate the 2. The students will determine the voltage
fault, fault line, fault plane, focus, and fault, fault line, fault plane, focus, and and current using different number of dry
epicenter. epicenter. cells.

3. Processing: How would the surroundings 3. Processing: How would the surroundings
3. Compare the brightness of the bulbs
be affected by the different types of be affected by the different types of
using different number of dry cells.
movement along a fault? movement along a fault?

Evaluation/ Performance Task, Lecture and Discussion, Performance Task, Lecture and Discussion, Performance Task, Lecture and Discussion,
Strategy: Answering Process Questions, Simulation Answering Process Questions, Simulation Answering Process Questions, Simulation

Compare and contrast body waves and Interview some victims of tsunami in
Assignment: Differentiate magnitude and intensity.
surface waves. Pagadian City way back in 1976.
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: September 19, 2019 Date: September 20, 2019 Date: September 21, 2019 Date: September 22, 2019 Date: September 23, 2019
Topic: HOLIDAY SUMMATIVE TEST ON ORAL RECITATION ON THE ORAL RECITATION ON THE Unit 2 Module 2: Typhoons

UNIT 2 MODULE 1
Objectives : FAULT MODEL FAULT MODEL 1.Read map.
(Earthquakes & Faults)
2. Given the latitude and longitude of a
tropical cyclone, tell if it has entered the
Philippine Area of Responsibility.

3. Explain what is meant when a typhoon

has entered the Philippine Area of
Responsibility.
Learners' TG pp. 92 - 94
Materials Used: LG pp. 140 - 143 (Activity 1)
1. Using the map of Philippines and
vicinity, the students will plot points on
Procedure: latitude and longitude that will trace the
PAR.

2. The students will identify points that can

be plotted outside or inside the Philippine
Area of Responsibility.

3. The students will trace the path of

movement of tropical cyclones inside the
PAR.

Plotting of Points, Drawing and

Evaluation/ Interpreting Graphs, Lecture and
Strategy: Discussion, Answering Process Questions,
Making Inferences

What can you say about the temperature

Assignment: of the bodies of water in the Philippine
vicinity?
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: September 26, 2019 Date: September 27, 2019 Date: September 28, 2019 Date: September 29, 2019 Date: September 30, 2019
Topic: Unit 2 Module 2: Typhoons Unit 2 Module 2: Typhoons SCHOOL-BASED SCHOOL-BASED SCHOOL-BASED
Objectives : 1.Read map. 1.Read map. SCIENCE CAMP 2019 SCIENCE CAMP 2019 SCIENCE CAMP 2019

2. Given the latitude and longitude of a 2. Determine if your location is in the path
tropical cyclone, tell if it has entered the of a tropical cyclone, given the latitude and
Philippine Area of Responsibility. longitude position.

3. Explain what is meant when a typhoon

3. Explain why PAGASA regularly monitors
has entered the Philippine Area of
when a tropical cyclone is within PAR.
Responsibility.

Learners' TG pp. 92 - 94 TG pp. 94 - 99

Materials Used: LG pp. 140 - 143 (Activity 1) LG pp. 144 - 146 (Activity 2)
1. Using the map of Philippines and 1. Using the map of Philippines and
vicinity, the students will plot points on vicinity, the students will plot points on
Procedure: latitude and longitude that will trace the latitude and longitude to track the location
PAR. of Sendong.

2. The students will identify points that can

2. The students will trace the path of
be plotted outside or inside the Philippine
movement of Sendong inside the PAR.
Area of Responsibility.

3. The students will trace the path of

3. Graph Analysis: The students will
movement of tropical cyclones inside the
analyze the graph.
PAR.

Plotting of Points, Drawing and Plotting of Points, Drawing and

Evaluation/ Interpreting Graphs, Lecture and Interpreting Graphs, Lecture and
Strategy: Discussion, Answering Process Questions, Discussion, Answering Process Questions,
Making Inferences Making Inferences
What can you say about the temperature
Assignment: of the bodies of water in the Philippine In what directions do cyclones move?
vicinity?
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: October 03, 2019 Date: October 04, 2019 Date: October 05, 2019 Date: October 06, 2019 Date: October 07, 2019
Topic: HOLIDAY Unit 2 Module 2: Typhoons Unit 2 Module 2: Typhoons Unit 2 Module 2: Typhoons Unit 2 Module 2: Typhoons

Objectives : 1.Read map. 1.Read map. 1.Read map. 1.Read map.

2. Given the latitude and longitude of a 2. Given the latitude and longitude of a 2. Determine if your location is in the path 2. Determine if your location is in the path
tropical cyclone, tell if it has entered the tropical cyclone, tell if it has entered the of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and
Philippine Area of Responsibility. Philippine Area of Responsibility. longitude position. longitude position.

3. Explain what is meant when a typhoon 3. Explain what is meant when a typhoon
3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors
has entered the Philippine Area of has entered the Philippine Area of
when a tropical cyclone is within PAR. when a tropical cyclone is within PAR.
Responsibility. Responsibility.
Learners' TG pp. 92 - 96 TG pp. 92 - 96 TG pp. 97 - 99 TG pp. 97 - 99
Materials Used: LG pp. 140 - 143 (Activity 1) LG pp. 140 - 143 (Activity 1) LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2)
1. Using the map of Philippines and 1. Using the map of Philippines and 1. Using the map of Philippines and 1. Using the map of Philippines and
vicinity, the students will plot points on vicinity, the students will plot points on vicinity, the students will plot points on vicinity, the students will plot points on
Procedure: latitude and longitude that will trace the latitude and longitude that will trace the latitude and longitude to track the location latitude and longitude to track the location
PAR. PAR. of Sendong. of Sendong.

2. The students will identify points that can 2. The students will identify points that can
2. The students will trace the path of 2. The students will trace the path of
be plotted outside or inside the Philippine be plotted outside or inside the Philippine
movement of Sendong inside the PAR. movement of Sendong inside the PAR.
Area of Responsibility. Area of Responsibility.

3. The students will trace the path of 3. The students will trace the path of
3. Graph Analysis: The students will
movement of tropical cyclones inside the movement of tropical cyclones inside the 3
analyze the graph.
PAR. PAR.

Plotting of Points, Drawing and Plotting of Points, Drawing and Plotting of Points, Drawing and Plotting of Points, Drawing and
Evaluation/ Interpreting Graphs, Lecture and Interpreting Graphs, Lecture and Interpreting Graphs, Lecture and Interpreting Graphs, Lecture and
Strategy: Discussion, Answering Process Questions, Discussion, Answering Process Questions, Discussion, Answering Process Questions, Discussion, Answering Process Questions,
Making Inferences Making Inferences Making Inferences Making Inferences

What can you say about the temperature Name at least 2 tropical cyclones that
How does PAGASA weathermen forecast
Assignment: of the bodies of water in the Philippine greatly affected the 3 major islands of our In what directions do cyclones move?
the occurrence of typhoons?
vicinity? country.
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: October 10, 2019 Date: October 11, 2019 Date: October 12, 2019 Date: October 13, 2019 Date: October 14, 2019
Topic: Unit 2 Module 2: Typhoons Unit 2 Module 2: Typhoons Unit 2 Module 2: Typhoons SUMMATIVE TEST ON Unit 2 Module 3: Comets & Meteors

1. Explain what two weather factors tell 1. Explain what two weather factors tell 1. Describe how impact craters are formed
1. Differentiate the Public Storm Warning
Objectives : weathermen that a certain location is at weathermen that a certain location is at
Signals 1 - 4. UNIT 2 MODULE 1 and 2 when a comet or asteroid hits Earth based
the eye of a cyclone. the eye of a cyclone. on a simulation.
2. Explain what it means when a Public
2. Put in simple words the statement "calm 2. Put in simple words the statement "calm 2. Present observations on simulating a
Storm Warning Signal is issued in your
before the storm." before the storm." comet or asteroid impact using drawings.
place.
3. Explain why there are differences in air 3. Explain why there are differences in air 3. Demonstarte precautionary measures
3. Explain why an asteroid or comet hit
pressure and wind speed of the parts of pressure and wind speed of the parts of during typhoon including advisories and
Earth.
typhoon structure. typhoon structure. storm signals.
Learners' TG pp. 99 - 102 TG pp. 99 - 102 TG pp. 99 - 102 TG pp. 103 - 107
Materials Used: LG pp. 147 - 151 (Activity 3) LG pp. 147 - 151 (Activity 3) LG pp. 149 - 151 (PSWS) LG pp. 152 - 159 (Activity 1)
1. Group Activity: The students will
1. Performance Task: The students will 1. Performance Task: The students will 1. Oral Recitation: The students will
perform an activity to simulate the
Procedure: make a typhoon model and simulate its make a typhoon model and simulate its explain the Public Storm Warning Signals
formation of impact craters made by a
formation using plastic bottles and water. formation using plastic bottles and water. (PSWS).
comet or asteroid.
2. The students will point out/locate the 2. The students will point out/locate the
2. The students will draw the shape of the
eye, eyewall, inner and outer rainbands eye, eyewall, inner and outer rainbands 2. Processing: How do you prepare for
'craters' on the simulation and make
and make inferences on the air pressure and make inferences on the air pressure tropical cyclones?
inference on its effects.
and wind speed. and wind speed.

3. Thin-Pair-Share: What do you think

3. Processing: What can you say about the 3. Processing: What can you say about the
2. Processing: Why do you need to prepare happened to the plants and animals living
air pressure and wind speed at the eye and air pressure and wind speed at the eye and
an emergency kit? in the place where comets or asteroids
eyewall of the tropical cyclone? Explain. eyewall of the tropical cyclone? Explain.
crashed?

Performance Task, Lecture and Discussion, Performance Task, Lecture and Discussion, Oral Recitation, Lecture and Discussion, Performance of Group Activity, Drawing
Evaluation/
Answering Process Questions, Simulation, Answering Process Questions, Simulation, Answering Process Questions, Making and Making Inferences, Lecture and
Strategy:
Making Inferences Making Inferences Inferences Discussion, Answering Process Questions

Differentiate the old categories of tropical

Differentiate the old PSWS and the new Using a Venn Diagram, compare and
Assignment: Define air pressure. cyclones and the new and updated
and updated TCWS. contrast comet and asteroid.
categories.
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: October 17, 2019 Date: October 18, 2019 Date: October 19, 2019 Date: October 20, 2019 Date: October 21, 2019
Topic: Unit 2 Module 3: Comets & Meteors Unit 2 Module 3: Comets & Meteors Unit 2 Module 3: Comets & Meteors COMPREHENSIVE REVIEW SUMMATIVE TEST ON

1. Describe how impact craters are formed 1. Describe the changes that happens to a 1. Provide sound, scientific evidence to
Objectives : when a comet or asteroid hits Earth based fragment from a comet or asteroid as it support one's stand about superstitions on ON UNIT 2 EARTH SCIENCE UNIT 2 EARTH SCIENCE
on a simulation. enters the atmosphere. comets, asteroids, and meteors.

2. Represent the relationship between a 2. Formulate doable actions to address

2. Present observations on simulating a
meteoroid, meteor, and meteorite using a superstitions on comets, asteroids, and
comet or asteroid impact using drawings.
diagram. meteors.

3. Explain why an asteroid or comet hit 3. Explain how meteoroid, meteor, and 3. Explain why an asteroid, meteoroid or
Earth. meteorite are related. comet hit Earth.

Learners' TG pp. 103 - 107 TG pp. 108 - 109 TG pp. 110 - 111
Materials Used: LG pp. 152 - 159 (Activity 1) LG pp. 160 - 164 (Activity 2) LG pp. 165 - 167 (Activity 3)
1. Group Activity: The students will 1. Group Research: The students will
1. The students will read a selection about
perform an activity to simulate the research about superstitions related to
Procedure: formation of impact craters made by a
meteors and answer the follow-up
comet and asteroid in the library, internet,
questions.
comet or asteroid. and by interviewing your parents.

2. The students will draw the shape of the 2. Using a diagram, indicate the possible 2. Group Discussion: Discuss each
'craters' on the simulation and make location of meteor, meteoroid, and superstition and look for scientific
inference on its effects. meteorite. evidence, if there are any.

3. Think-Pair-Share: What do you think

3. List down as many scientific evidence to
happened to the plants and animals living 3. Thin-Pair-Share: How are a meteor,
support the group's answer about the
in the place where comets or asteroids meteoroid, and a meteorite related?
superstious beliefs
crashed?

Group Research, Drawing and Making

Performance of Group Activity, Drawing Reading a Selection, Drawing and Making
Evaluation/ Inferences, Lecture and Discussion,
and Making Inferences, Lecture and Inferences, Lecture and Discussion,
Strategy: Answering Process Questions, Group
Discussion, Answering Process Questions Answering Process Questions
Discussion

Propose doable actions to promote more

Differentiate metor, meteoroid, and Differentiate metor, meteoroid, and
Assignment: scientific understanding of comets,
meteorite. meteorite.
asteroids, and meteors.
Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: October 31, 2019 Date: November 01, 2019 Date: November 02, 2019 Date: November 03, 2019 Date: November 04, 2019
Topic: SEMESTRAL BREAK HOLIDAY PERFORMANCE TASK: PERFORMANCE TASK: PERFORMANCE TASK:

Objectives :
SCRAPBOOK ON SCRAPBOOK ON SCRAPBOOK ON
EARTHQUAKES & TYPHOONS EARTHQUAKES & TYPHOONS EARTHQUAKES & TYPHOONS

Learners'
Materials Used:

Procedure:

Evaluation/
Strategy:

Assignment:

Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Head Teacher III - Science Department
 K to 12 Daily Lesson Log
Quarter 2
Learning Area: SCIENCE 8 Grade and Section: G8- DAISY, ROSE, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: November 07, 2019 Date: November 08, 2019 Date: November 09, 2019 Date: November 10, 2019 Date: November 11, 2019
Topic: SUMMATIVE TEST ON REVIEW ON UNIT 2 SUMMATIVE TEST ON 2nd PERIODIC 2nd PERIODIC

UNIT 2 MODULE 3 (COMETS,

Objectives : MODULE 1 TO MODULE 3 UNIT 2 MODULE 1-3 EXAMINATION EXAMINATION
METEORS, AND ASTEROIDS)

Learners'
Materials Used:

Procedure:

Evaluation/
Strategy:

Assignment:

Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________ Learners w/in mastery level:_________
Remarks:
Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________ Learners needing remediation:________

Prepared by: RUEL E. CAMAZO Checked by: WENEY P. AMORES

Name of Teacher Principal I