School Lecheria Integrated School Grade Level 8

GRADE 8
Teacher Japet C. Alcaide Learning Area SCIENCE
DAILY
Teaching October 22, 2024 (Tuesday)
LESSON
Date and 9:30-10:15, 11:00-11:45, 12:30- Quarter Second
LOG
Time 1:15, 2:00-2:45

Tuesday
Date: October 22, 2024
I. OBJECTIVES
The learners demonstrate an understanding of the relationship between faults and
A. Content Standards
earthquakes
The learners should be able to:
1. participate in decision-making on where to build structures based on
B. Performance Standards knowledge of the location of active faults in the community.
2. make an emergency plan and prepare an emergency kit for use at home
and in school.
C. Learning Competencies/Objectives Specific Objectives:
(Write the LC Code for each.) By the end of the lesson, students will be able to:
1. Explain the importance of having an emergency plan and an emergency
kit.
2. Identify key items in an emergency kit for both home and school.
3. Create a personal emergency plan and emergency kit checklist for home
and school.
II. CONTENT Disaster Preparedness – Emergency Plan and Emergency Kit Part 2
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material Science Grade 8, Quarter 2 – Module 1: Earthquakes and Faults First Edition,
pages 2019, pp. 1-16
3. Textbook pages Religioso, T. F., et al. (2014). You and the Natural World Science 8. Phoenix
Publishing House. ISBN 978-971-06-3336-4 pp.325-337
4. Additional Materials
from Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Review essential safety measures during an earthquake
presenting the new lesson
B. Establishing a purpose for the Explain to students that preparing for an earthquake is essential to minimize risks.
lesson Today, they will create infographics and checklists for earthquake preparedness,
focusing on both home and school safety.
C. Presenting Show students examples of earthquake preparedness infographics and emergency
examples/instances of the new kit checklists (both home and school-based examples).
lesson

D. Discussing new concepts and Guide students through brainstorming essential items to include in an emergency
practicing new skills #1 kit for both home and school settings. Write their suggestions on the board (food,
water, flashlight, first-aid kit, important documents, etc.).
E. Discussing new concepts and Highlight the significance of disaster preparedness in reducing risks during
practicing new skills #2 earthquakes.
F. Developing Mastery Continuation on this part
(Leads to Formative Assessment) Students will start their earthquake preparedness infographic and checklist. They
will focus on organizing information clearly and visually.
G. Finding practical applications
of concepts and skills in daily How will you and your family benefit from creating an emergency kit at home?
living.
H. Making generalizations and Highlight the significance of disaster preparedness in reducing risks during
abstractions about the lesson. earthquakes.
 I. Evaluating learning Evaluate students' infographics and checklists using a rubric
Rubric:
Criteria 5 - Excellent 4 - Proficient 3 - Developing 2 - Beginning
All information in Some information is
the plan and kit is inaccurate or Major inaccuracies or
Most of the information
accurate, relevant, irrelevant, showing misconceptions are
is accurate and relevant
Accuracy and reflects a clear a partial present, indicating a
with only minor errors
understanding of understanding of poor understanding of
or misunderstandings.
disaster disaster disaster preparedness.
preparedness. preparedness.
The plan and kit are The plan and kit
The plan and kit Several important
thoroughly detailed, are incomplete,
cover most of the elements are missing
covering all necessary with many
Completeness necessary aspects from the plan or kit,
aspects (evacuation, essential
with only a few affecting its overall
contacts, supplies, components
minor omissions. effectiveness.
etc.). missing.
The plan is The plan has limited The plan is
The plan is highly
generally practical practicality and would impractical and
practical and can be
and can be require significant would not be useful
Practicality easily implemented at
implemented with modifications to be in an emergency
home and in school
minimal usable in an actual situation without
during an emergency.
adjustments. emergency situation. major changes.
The plan demonstrates The plan includes The plan shows
The plan lacks
high creativity, with some creative and limited creativity
creativity, with
original ideas and original elements and relies on basic
Creativity minimal effort in
thoughtful details that that make it ideas, lacking
making it engaging
enhance preparedness and interesting and originality in some
or interesting.
engagement. effective. areas.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned There are __________ out of ____________ students who earned 80% in the
80% on the formative assessment evaluation.
B. No. of learners who require There are __________ out of ____________ students who earned below 80% in
additional activities for remediation the evaluation and required additional activities.
C. Did the remedial lessons
work? No. of learners who have caught
_______ YES (_______ students) _________ NO (_________ students)
up with the
lesson
D. No. of students who continue
There are __________ students who continue to undergo remediation.
to require
E. Which of my teaching
strategies worked well? Why did this
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/discover which I wish
to share with other teachers?

Prepared by: Reviewed by: Approved by:

JAPET C. ALCAIDE RODGEM A BARAIRO CHARITO V. BERNAS