GRADE 8 School Daniel R.

Aguinaldo NHS Grade Level 8

DAILY Teacher Napdeo Natka E. Natad Learning Area Earth and Space
LESSON Teaching Dates October 16, 2019 Quarter 2nd Quarter
LOG and Time 10:00 AM – 11:00 AM
Session 1
I. OBJECTIVES
A. Content Standards The learners shall demonstrate an understanding of characteristics of comets, meteors, and
asteroids.
B. Performance Standards The learners discuss whether or not beliefs and practices about comets and meteors have
scientific basis.
C. Learning The learners should be able to explain the regular occurrence of meteor showers.
Competencies / S8ES-IIi-j-24
Objectives Explain whether or not beliefs about comets and meteors have scientific basis.
Unpacked Competency
Write the LC code for At the end of the lesson, the learners will be able to:
each 1.identify some superstitions about comets and meteors;
2. explain whether or not there is a scientific basis on superstitions about comets and
meteors; and,
3. propose doable activity to promote scientific attitude towards comets and meteors.
I. CONTENT Superstitions about Comets and Meteors
II. LEARNING Manila Paper, Marker, Projector for the Slide Deck and Laptop
RESOURCES
A. References
1. Teacher’s Guide pages Pages : 110-111
2. Learner’s Materials Pages : 165-166
pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources Internet

III. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting the 1. The teacher posts different pictures and asks learners:
new lesson

Picture 1 Picture 2
a. Describe the picture.
b. Identify what Near-Earth Object is shown in the picture.
2. The teacher processes the answers of the learners.
B. Establishing a purpose ENGAGE
for the lesson 1. The teacher presents different statements and asks the learners if they believe on
C. Presenting examples/ these.
instances of the new Statement 1: If a person bites his tongue, it means somebody is thinking of him.
lesson Statement 2: It is bad to sweep the floor at six o'clock in the evening for it means driving
away good fortune and graces.
Statement 3: When two dogs bark at night there is a ghost.

a. Which is common to the statements mentioned above?

b. Can you name some beliefs of which you think is true?
c. What do you call to that belief where it has no scientific basis?
2. The teacher corrects and processes the answers of the learners.
D. Discussing new concepts EXPLORE
and practicing new 1. The teacher ask the learners:
skills #1 a. Do superstitions about Comets and Meteors have scientific basis? Why or why not?
E. Discussing new concepts 2. To answer the question, the learners will perform the Activity which is entitled Believe
and practicing new it or Not?
skills #2 Believe it or Not?
1st Group – In Japan, the superstitions that are related to comet and asteroid is that it is
death calling. People therefore are usually afraid to see the comets and asteroids.
2nd Group - Philippines’ superstition related meteor is that when there is a falling star, your
wish will be granted.
3rd Group - The appearance of a comet is often seen as a sign of destructive and tragic
event which will come to pass in the near future.
 In an ancient Chinese book, written the 300 B.C., it is explained how the arrival of comets
has caused various disasters such as wars, dethronement of powerful leaders, mysterious
whale deaths and a lack of vital ingredients such as salt, fish and rice.
F. Developing mastery EXPLAIN
(Leads to Formative 1. The learners answer the guide question:
Assessment) a. Discuss each superstition with the group. Do superstitions about comets and asteroids
have scientific basis? Why or why not?
b. List down as many scientific evidence to support the group’s answer.
Points System:
3 points – If all ideas were given correctly
2 points – Few ideas were correctly given
1 point – Ideas given were incorrect.
G. Finding practical ELABORATE
applications of concepts 1. The teacher asks:
and skills in daily living a. Propose doable actions to promote a more scientific attitude towards the occurrence of
comets, asteroids, and meteors.
2. The teacher processes the feedback of the students.
H. Making generalizations 1. The teacher asks:
and abstractions about a. Explain whether or not there is a scientific basis on superstitions about comets, meteors,
the lesson and asteroids?
Abstraction: A superstition is irrational and has no scientific basis. The actual threats posed
by comets and meteors are much greater than the “portents” that are seen in astrology.
2. The teacher processes the feedbacks of the learners.
I. Evaluating learning EVALUATE
A. In a ½ crosswise paper, justify the following statement as a superstition or not.
1. Appearance of a comet foretells war, infectious and calamity.
2. When a star gets near the moon, it is an omen of war.
B. The teacher corrects and processes the answer of the learners.
J. Additional activities for EXTEND
application or Conduct more studies about the regular occurrence of meteors.
remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on 31 or 100%
the formative assessment
B. No. of learners who require None
additional activities for
remediation.
C. Did the remedial lessons work? No. Not applicable
of learners who have caught up
with the lesson.
D. No. of learners who continue to None
require remediation
E. Which of my teaching strategies Group task worked well because it enhances learners’ interactive skills.
worked well? Why did these work?
F. What difficulties did I encounter None
which my principal or supervisor
can help me solve?
G. What innovation or localized Localization of examples.
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
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NAPDEO NATKA E. NATAD

Teacher

Observed by:
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HERA P. TUMBAGAHAN MARIA LUZ V. DE ASIS

Master Teacher I Head Teacher I, Science