K to 12 Daily Lesson Log

Quarter 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: January 30, 2020 Date: January 31, 2020 Date: February 01, 2020 Date: February 02, 2020 Date: February 03, 2020
Topic: Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things

1. Give the names of organisms as they are 1. Givee the names of organisms as they 1. Differentiate low from high biodiversity 1. Make a personal and group vision for
Objectives : 1. Describe and classify Aedes aegypti.
known in your community. are known in your community. and identify sample ecosystems. the future.

2. Analyze the ways that government,

2. Recognize the need to have a system of 2. Recognize the need to have a system of 2. Discuss the life cycle and breeding 2. Give advantages of high over low
groups, and individuals are doing in order
classifying and naming organisms. classifying and naming organisms. places of A. aegypti. biodiversity.
to arrive at the future.

3. Appreciate the importance of 3. Appreciate the importance of 3. Predict what will happen to an 3. Take personal action towards conserving
3. Suggest ways of preventing dengue.
biodiversity. biodiversity. ecosystem with low biodiversity. biodiversity.

Learners' TG pp. 169 - 172 TG pp. 169 - 172 TG pp. 182 - 185 TG pp. 186 - 187 TG pp. 188 - 190
Materials Used: LG pp. 223 - 232 (Activity 1) LG pp. 223 - 232 (Activity 1) LG pp. 256 - 266 (Activity 3) LG pp. 266 - 268 (Activity 4) LG pp. 269 - 272 (Activity 5)
1. Group Activity: Students will make
1. Group Activity: Students will procure 1. Group Activity: Students will procure 1. Students should take note of what 1. Have ready copies of the "Priority
copies of the photos on different
Procedure: pictures of different organisms to be pictures of different organisms to be happens in each stage of the life cycle of A.
ecosystems or provide names of
Pyramid" and the "Making It Happen"
pasted on colored paper. pasted on colored paper. aegypti. handout.
ecosystems.
2. Let the students take note of the
2. Brainstorm students' ideas about the
2. Group Reporting: Let the students name 2. Group Reporting: Let the students name number of body sections, wings, antenna, 2. Group Reporting: Let the students
condition that they want to see present in
and present each picture. and present each picture. legs & any place where nonflowing water present and discuss the ecosytems.
the world they will live in the future.
exists.

3. Allow the students to classify at least 3. Allow the students to classify at least 3.How many stages does Aedes aegypti go 3. Students should recognize that low
3. Lead students to discuss strategies that
two organisms by giving a name in each two organisms by giving a name in each through in its life cycle; how would you biodiversity has negative implications on
will make their dream future to happen.
category of classification. category of classification. describe a pupa? the ecosystem.

Table Completion, Classifying and Naming Table Completion, Classifying and Naming Group Reporting, Lecture and Discussion, Crafting Projects/Legislations, Group
Group Reporting, Lecture and Discussion,
Evaluation/ Organisms, Group Reporting, Lecture and Organisms, Group Reporting, Lecture and Answering Process Questions, Reporting, Lecture and Discussion,
Answering Process Questions,
Strategy: Discussion, Answering Process Questions, Discussion, Answering Process Questions, Performance of Group Activity, Concept Answering Process Questions,
Performance of Group Activity
Performance of Group Activity Performance of Group Activity Mapping Performance of Group Activity

Why do some organisms survive in places What can you do in your community to What is the importance of biodiversity to Describe how organisms interact with each
Assignment: How do bacteria look like?
without oxygen? prevent dengue? ecosystems? other and the environment.
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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: February 06, 2020 Date: February 07, 2020 Date: February 08, 2020 Date: February 09, 2020 Date: February 10, 2020
Topic: Unit 4 Module 1: Living Things SUMMATIVE TEST ON Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions
1. Recognize the advantages of high
1. Distinguish between producers and 1. Distinguish between producers and 1. Distinguish between producers and
Objectives : biodiversity in a community over low UNIT 4 MODULE 1 consumers. consumers. consumers.
biodiversity.

2. Give the names of organisms as they are 2. Analyze the transfer of energy from one 2. Analyze the transfer of energy from one 2. Analyze the transfer of energy from one
known in the community. organism to another. organism to another. organism to another.

3. Classify organisms using the 8 levels of 3. Construct a food chain in a given 3. Construct a food chain in a given 3. Construct an energy pyramid based on
classification. ecosystem. ecosystem. the food web.

Learners' TG pp. 169 - 190 TG pp. 199 - 201 TG pp. 199 - 201 TG pp. 201 - 202
Materials Used: LG pp. 223 - 272 (Activity 1-5) LG pp. 273 - 279 (Activity 1) LG pp. 273 - 279 (Activity 1) LG pp. 280 - 282 (Activity 2)

1. Reading Activity: From an article, 1. Reading Activity: From an article,

1. Using a power point presentation, the 1. The students will make a food web
students will identify the different plants students will identify the different plants
Procedure: class will summarize the discussion on
and animals and distinguish between and animals and distinguish between
consisting of producers, consumers, and
biodiversity. decomposers.
producers and consumers. producers and consumers.

2. The teacher will lead the students in

2. From the producers and consumers, the 2. From the producers and consumers, the 2. Students will construct an energy
highlighting the key concepts presented in
students will diagram a simple food chain. students will diagram a simple food chain. pyramid based on the food web.
the different activities on biodiversity.

3. The students will construct their own 3. The students will construct their own 3. The students will discuss the transfer of
3. Class oral recitation on the key concepts
food chain and discuss the transfer of food chain and discuss the transfer of energy from one organism to another in an
and importance of biodiversity.
energy. energy. energy pyramid.

Computer-Assisted Instruction, Lecture Group Reading, Lecture and Discussion, Group Reading, Lecture and Discussion, Lecture and Discussion, Answering Process
Evaluation/
and Discussion, Answering Process Answering Process Questions, Illustrating Answering Process Questions, Illustrating Questions, Performance of Group Activity,
Strategy:
Questions Food Chain Food Chain Illustrating Food Web and Energy Pyramid

What would our life be without

Assignment: Describe the flow of food in a food web. Draw your own food web. Describe the pyramid of biomass.
biodiversity?
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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: February 13, 2017 Date: February 14, 2017 Date: February 15, 2017 Date: February 16, 2017 Date: February 17, 2017
Topic: Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions SUMMATIVE TEST ON Unit 4 Module 3: Digestive System Unit 4 Module 3: Digestive System
1. Sequence a food chain to show the
1. Describe a food pyramid in terms of the 1. Identify the organs that make up the 1. Identify the organs that make up the
Objectives :
amount of biomass.
transfer of energy from one trophic level UNIT 4 MODULE 1 digestive system. digestive system.
to another.
2. Identify the organisms comprising a
2. Analyze and infer from the biomass
food chain/food web and the function of 2. Describe the function of each organ. 2. Describe the function of each organ.
pyramids.
each.

3. Recognize the importance of the 3. Describe a food pyramid in terms of the 3. Deduce the interconnection of digestive 3. Deduce the interconnection of digestive
biogeochemical cycles. amount of biomass. system with other organ systems. system with other organ systems.

Learners' TG pp. 203 - 204 TG pp. 199 - 204 TG pp. 205 - 210 TG pp. 205 - 210
Materials Used: LG pp. 283 - 289 (Activity 3) LG pp. 273 - 289 (Activity 1-3) LG pp. 291 - 297 (Activity 1) LG pp. 291 - 297 (Activity 1)
1. Group Activity: Students will 1. Group Activity: Students will
1. Picture Analysis: Students will analyze
1. Computer-Assisted Instruction: Using a identify the organs that make up the identify the organs that make up the
the efficiency of meat or plant eaters in
Procedure: converting biomass of producers to
power point presentation, the class will digestive system and describe their digestive system and describe their
summarize the discussion on interactions. function through a game. function through a game.
consumer.

2. Discuss with the students what they 2. Discuss with the students what they
2. Group discussion on the key concepts 2. The teacher will lead the students in
understood about digestion and the understood about digestion and the
and importance of the biogeochemical highlighting the key concepts presented in
processes involved in the digestive system processes involved in the digestive system
cycles. the different activities on interactions.
after playing the game. after playing the game.

3. Describe one way by which 3. Introduce the concept of enzyme and 3. Introduce the concept of enzyme and
monoculture, use of insecticides, and use 3. Class recitation on importance of enzyme functions and conduct the enzyme functions and conduct the
of fertilizers may disrupt a food chain or biogeochemical cycles. activities that will help them understant activities that will help them understant
food web. the role of enzymes in digestion. the role of enzymes in digestion.

Picture Analysis, Group Reporting, Lecture Computer-Assisted Instruction, Class

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

How do human activities affect the Describe the similarities and differences of Draw and labe the parts and functions of
Assignment: How can we help conserve the ecosystem?
ecosystem? the digestive sytem of different animals. the human digestive system.
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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: February 20, 2017 Date: February 21, 2017 Date: February 22, 2017 Date: February 23, 2017 Date: February 24, 2017
Topic: Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions Unit 4 Module 2: Interactions
1. Sequence a food chain to show the
1. Distinguish between producers and 1. Distinguish between producers and 1. Distinguish between producers and 1. Describe a food pyramid in terms of the
Objectives : transfer of energy from one trophic level
consumers. consumers. consumers. amount of biomass.
to another.
2. Identify the organisms comprising a
2. Analyze the transfer of energy from one 2. Analyze the transfer of energy from one 2. Analyze the transfer of energy from one 2. Analyze and infer from the biomass
food chain/food web and the function of
organism to another. organism to another. organism to another. pyramids.
each.

3. Construct a food chain in a given 3. Construct an energy pyramid based on 3. Construct an energy pyramid based on 3. Recognize the importance of the 3. Describe a food pyramid in terms of the
ecosystem. the food web. the food web. biogeochemical cycles. amount of biomass.

Learners' TG pp. 199 - 201 TG pp. 201 - 202 TG pp. 201 - 202 TG pp. 203 - 204 TG pp. 199 - 204
Materials Used: LG pp. 273 - 279 (Activity 1) LG pp. 280 - 282 (Activity 2) LG pp. 280 - 282 (Activity 2) LG pp. 283 - 289 (Activity 3) LG pp. 273 - 289 (Activity 1-3)
1. Reading Activity: From an article, 1. Picture Analysis: Students will analyze
1. The students will make a food web 1. The students will make a food web 1. Computer-Assisted Instruction: Using a
students will identify the different plants the efficiency of meat or plant eaters in
Procedure: and animals and distinguish between
consisting of producers, consumers, and consisting of producers, consumers, and
converting biomass of producers to
power point presentation, the class will
decomposers. decomposers. summarize the discussion on interactions.
producers and consumers. consumer.

2. Group discussion on the key concepts 2. The teacher will lead the students in
2. From the producers and consumers, the 2. Students will construct an energy 2. Students will construct an energy
and importance of the biogeochemical highlighting the key concepts presented in
students will diagram a simple food chain. pyramid based on the food web. pyramid based on the food web.
cycles. the different activities on interactions.

3. Describe one way by which

3. The students will construct their own 3. The students will discuss the transfer of 3. The students will discuss the transfer of
monoculture, use of insecticides, and use 3. Class recitation on importance of
food chain and discuss the transfer of energy from one organism to another in an energy from one organism to another in an
of fertilizers may disrupt a food chain or biogeochemical cycles.
energy. energy pyramid. energy pyramid.
food web.

Picture Analysis, Group Reporting, Lecture Computer-Assisted Instruction, Class

Group Reading, Lecture and Discussion, Lecture and Discussion, Answering Process Lecture and Discussion, Answering Process
Evaluation/ and Discussion, Answering Process Recitation, Lecture and Discussion,
Answering Process Questions, Illustrating Questions, Performance of Group Activity, Questions, Performance of Group Activity,
Strategy: Questions, Illustrating Biogeochemical Answering Process Questions, Illustrating
Food Chain Illustrating Food Web and Energy Pyramid Illustrating Food Web and Energy Pyramid
Cycles Biogeochemical Cycles

How do human activities affect the

Assignment: Draw your own food web. Describe the pyramid of biomass. Describe the pyramid of biomass. How can we help conserve the ecosystem?
ecosystem?
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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: February 27, 2017 Date: February 28, 2017 Date: March 01, 2017 Date: March 02, 2017 Date: March 03, 2017
Topic: Unit 4 Module 3: Digestive System Unit 4 Module 3: Digestive System Unit 4 Module 3: Digestive System Unit 4 Module 3: Digestive System Unit 4 Module 4: Nutrition/Wellness
1. Infer how the organs of the digestive 1. Infer how the organs of the digestive 1. Make a record of your daily meals.
1. Identify the organs that make up the 1. Identify the organs that make up the system work together to carry out system work together to carry out
Objectives :
digestive system. digestive system. digestion & assimilation. digestion & assimilation.

2.Determine if your food intake

2. Explain what happens to food as it gets 2. Explain what happens to food as it gets
2. Describe the function of each organ. 2. Describe the function of each organ. adequately meets nutritional
digested. digested.
requirements.

3. Deduce the interconnection of digestive 3. Deduce the interconnection of digestive 3. Deduce the interconnection of digestive 3. Deduce the interconnection of digestive 3. Infer what happens when nutritional
system with other organ systems. system with other organ systems. system with other organ systems. system with other organ systems. needs are not met.
Learners' TG pp. 205 - 210 TG pp. 205 - 210 TG pp. 214 - 216 TG pp. 214 - 216 TG pp. 217 - 219
Materials Used: LG pp. 291 - 297 (Activity 1) LG pp. 291 - 297 (Activity 1) LG pp. 303 - 305 (Activity 4) LG pp. 303 - 305 (Activity 4) LG pp. 307 - 313 (Activity 1)
1. Group Activity: Students will 1. Group Activity: Students will 1. Video Presentation: Journey of the 1. Video Presentation: Journey of the 1. Meal Journal: Let the students make a
identify the organs that make up the identify the organs that make up the digestive system Link: digestive system Link: record of their daily meals for 3 days.
Procedure: digestive system and describe their digestive system and describe their http://www.youtube.com/watch? http://www.youtube.com/watch?
function through a game. function through a game. v=e3O1AdlC8bI v=e3O1AdlC8bI

2. Discuss with the students what they 2. Discuss with the students what they 2. Group Activity: Ask the students to
understood about digestion and the understood about digestion and the 2. Key Question: What does the movie 2. Key Question: What does the movie gather data on what local produce are
processes involved in the digestive system processes involved in the digestive system clip say about the digestion of food? clip say about the digestion of food? available in their province and nearby
after playing the game. after playing the game. provinces.

3. Introduce the concept of enzyme and 3. Introduce the concept of enzyme and
3. Key Question: What changes happened 3. Key Question: What changes happened 3. Use the food pyramid to classify the
enzyme functions and conduct the enzyme functions and conduct the
to the food as it was moved through the to the food as it was moved through the local produce they have identified into the
activities that will help them understant activities that will help them understant
digestive tract? digestive tract? food groups indicated in the food pyramid.
the role of enzymes in digestion. the role of enzymes in digestion.

Group Reporting, Lecture and Discussion, Group Reporting, Lecture and Discussion, Computer-Assisted Instruction, Lecture Computer-Assisted Instruction, Lecture Journal Making, Lecture and Discussion,
Evaluation/
Answering Process Questions, Answering Process Questions, and Discussion, Answering Process and Discussion, Answering Process Answering Process Questions,
Strategy:
Performance of Group Activity Performance of Group Activity Questions Questions Performance of Group Activity

Describe the food pyramid which

Describe the similarities and differences of
Assignment: What are the different stages of digestion? What happens to the undigested food? What happens to the undigested food? illustrates the recommended dietary
the digestive sytem of different animals.
allowance for teenagers.
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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: March 06, 2017 Date: March 07, 2017 Date: March 08, 2017 Date: March 09, 2017 Date: March 10, 2017
Topic: Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things

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

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 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 of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and
Philippine Area of Responsibility. longitude position. longitude position. longitude position. longitude position.

3. Explain what is meant when a typhoon

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

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

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

2. The students will identify points that can

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

3. The students will trace the path of

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

Plotting of Points, Drawing and 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 Interpreting Graphs, Lecture and
Strategy: Discussion, Answering Process Questions, Discussion, Answering Process Questions, Discussion, Answering Process Questions, Discussion, Answering Process Questions, Discussion, Answering Process Questions,
Making Inferences Making Inferences Making Inferences 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? In what directions do cyclones move? In what directions do cyclones move? 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: TEODORICA P. MAG-USARA

Name of Teacher Principal I
 K to 12 Daily Lesson Log
Quarter 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: March 13, 2017 Date: March 14, 2017 Date: March 15, 2017 Date: March 16, 2017 Date: March 17, 2017
Topic: Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things

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

2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path
of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and
longitude position. longitude position. longitude position. longitude position. longitude position.

3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors
when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR.

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

Materials Used: LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) 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 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 vicinity, the students will plot points on
Procedure: latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location
of Sendong. of Sendong. of Sendong. of Sendong. of Sendong.

2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of
movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR.

3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will
analyze the graph. analyze the graph. analyze the graph. analyze the graph. analyze the graph.

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

Assignment: In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move?

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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: March 20, 2020 Date: March 21, 2020 Date: March 22, 2020 Date: March 23, 2020 Date: March 24, 2020
Topic: Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things

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

2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path
of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and
longitude position. longitude position. longitude position. longitude position. longitude position.

3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors
when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR.

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

Materials Used: LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) 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 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 vicinity, the students will plot points on
Procedure: latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location
of Sendong. of Sendong. of Sendong. of Sendong. of Sendong.

2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of
movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR.

3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will
analyze the graph. analyze the graph. analyze the graph. analyze the graph. analyze the graph.

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

Assignment: In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move?

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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: March 27, 2020 Date: March 28, 2020 Date: March 29, 2020 Date: March 30, 2020 Date: March 31, 2020
Topic: Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things

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

2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path
of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and
longitude position. longitude position. longitude position. longitude position. longitude position.

3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors
when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR.

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

Materials Used: LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) 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 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 vicinity, the students will plot points on
Procedure: latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location
of Sendong. of Sendong. of Sendong. of Sendong. of Sendong.

2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of
movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR.

3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will
analyze the graph. analyze the graph. analyze the graph. analyze the graph. analyze the graph.

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

Assignment: In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move?

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 4
Learning Area: SCIENCE 8 Grade and Section: G8- ROSE, DAISY, DAHLIA, SANTAN Class Period: 7:30-8:30/10:45-11:45/1:00-2:00/3:00-4:00

COMPONENTS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: April 03, 2020 Date: April 04, 2020 Date: April 05, 2020 Date: April 06, 2020 Date: April 07, 2020
Topic: Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things Unit 4 Module 1: Living Things

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

2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path 2. Determine if your location is in the path
of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and of a tropical cyclone, given the latitude and
longitude position. longitude position. longitude position. longitude position. longitude position.

3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors 3. Explain why PAGASA regularly monitors
when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR. when a tropical cyclone is within PAR.

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

Materials Used: LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) LG pp. 144 - 146 (Activity 2) 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 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 vicinity, the students will plot points on
Procedure: latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location latitude and longitude to track the location
of Sendong. of Sendong. of Sendong. of Sendong. of Sendong.

2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of 2. The students will trace the path of
movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR. movement of Sendong inside the PAR.

3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will 3. Graph Analysis: The students will
analyze the graph. analyze the graph. analyze the graph. analyze the graph. analyze the graph.

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

Assignment: In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move? In what directions do cyclones move?

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