Scie8 LP Q2 Revised Final

UNIT LEARNING PLAN
Subject: Science Grade Level: 8

Unit Topic: Earth and Space Quarter: Second Quarter
Prepared by: Jonas T. Roy
I
TRANSFER
Students will be able to

independently plan and PERFORMANCE
prepare safety measures in STANDARD Emergency Kit
mitigating the risks of natural
calamity.
The learner can participate in
the activities that lessen the risks
TRANSFER GOAL PERFORMANCE TASK
brought by a typhoon and
earthquake.
AC: differentiate epicenter from EQ: How can we mitigate the effects of
focus, active faults from inactive, UNIT TOPIC: natural calamities, such as earthquakes,
and intensity from magnitude; Earth and Space and typhoons.
compare the asteroids meteors and EU: The students will understand the
comets. importance of readiness.
ACQUISITION The learner demonstrates

MAKE MEANING
understanding of the Earth’s
Dynamics.
CONTENT
EXPLORE
This unit is about the natural phenomena, such as earthquakes and typhoons and it contribute to
the numerous changes that occur in an on the planet, affecting the way inhabitants live. Hence,
the appropriate response to these natural disasters will also discussed. Finally, this unit will take
your learning from the innermost parts of Earth to the immeasurable space beyond its surface, with
a discussion of the other celestial bodies found in the solar system.
Consider this (essential) question: How can we mitigate the effects of natural calamities, such as
earthquakes, typhoons, and meteorite impact?
Map of Conceptual Change:

Instruction: Fill out the first two columns of the chart below regarding your prior knowledge about the
Page 1
essential question above.
Name:
K W H L
What do I know? What do I want to know? How do I find out? What have I learned?
Chapter 1.
FIRM-UP (ACQUISITION)
LC1: AC: Identify Activity 1: Crossword Puzzle (Identification using online LMS)
Differentiate the
1.epicenter of an
earthquake from its focus;
Instructions: Use the clues to solve the crossword puzzle. A list of
possible answers can be found in the world bank below. Write your
answer on your answer sheet.
2. intensity of an
earthquake from its
magnitude; Clickable Links:
https://docs.google.com/document/d/1AiJ0h_mIYo7eFNB-q4jeif92FRnKgaqG/edit?
usp=sharing&ouid=108699053718266177706&rtpof=true&sd=true
3. active and inactive faults;
(S8ES-IIa-15)
Screenshot of Online Resource:
Page 2
Learning Targets:
I can differentiate
epicenter from focus,
intensity from
magnitude, and active
fault from inactive
fault.
ASSESSMENT: IDENTIFICATION
Part 1:
Instruction: Identify what is being describe.
Page 3
Clickable Links:
https://drive.google.com/drive/folders/1hZSgYUJeFiU5YmUIrKtL0k_pB8uELpQu
(Sci8_q2_m2_w2 page 17)
Part 2:
Instructions: Identify the parts of the illustration below.
Clickable Links:
https://drive.google.com/drive/folders/1hZSgYUJeFiU5YmUIrKtL0k_pB8uELpQu
(Sci8_q2_m2_w2 page 16)
Part 3:
Instruction: Identify the word being described. Write it through a
crossword puzzle.
Page 4
DEEPEN (MEANING MAKING)
LC2: Explain using Activity 2: Laboratory Activity/Adaptive Home Based Activity

models or illustrations Instructions: Follow the procedures below to accomplish the activity.
how movements along
faults generate Clickable Links:
earthquakes; (S8ES-IIa- https://drive.google.com/drive/folders/1hZSgYUJeFiU5YmUIrKtL0k_pB8uELpQu
14)
(Sci8_Q2_W1,2 page 13-14)
Learning Targets:
I can use models to
explain how movements
along faults generate
earthquakes.
Questions: Answer the following questions based on the given activity.

1. What does the block of wood represent?
2. What does the rubber band represent?
3. What does the sandpaper represent?
4. What does the moving block represent?
Page 5
5. what kind of energy does the moving block have?
ASSESSMENT: SHORT PARAGRAPH

Instruction: Answer the following questions briefly.
1. What happens on the top of a block during each fault movement?

describe the effects of the movements.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________________
2. Based on the activity how do faults affect the geologic terrain of Earth?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________________________________________
Activity 3: Picture Analysis

Instruction: Analyze the picture below. Explain hoe these waves are
LC 3: Explain how used in determining the structure of the Earth’s interior.
earthquake waves
provide information Clickable Link:
about the interior of the https://drive.google.com/drive/folders/1hZSgYUJeFiU5YmUIrKtL0k_pB8uELpQu
earth; (S8ES-IIc-17)
Sci8_q2_w3_m3; pages 11-14.
Learning Target:
I can explain how
earthquake waves
provide information
about the interior of the
earth.
Page 6
ASSESSMENT: Journal Writing
Instruction: Research on how the types of waves is used in scanning
the interior structure of the Earth. Write your research on your notebook.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
__________________________________________________.
Text 1: Study.com
Link: https://study.com/learn/lesson/earthquake-causes-effects-
locations.html
Page 7
Text 2: DepEd Online LMS
Link: https://drive.google.com/drive/folders/1hZSgYUJeFiU5YmUIrKtL0k_pB8uELpQu
Scaffold for Transfer: The Medical Team…
Page 8
The school will conduct an earthquake drill. The
class of science 8 class is tasked to be the medic team
during the said activity. Prior to the drill the science 8
students are required to prepare and emergency kit
to be used. After the said drill, the students may
donate or use those kits at home.
1. What are the best components of an emergency kit?
2. What is the best measure to save someone in the brink of
danger or emergency.?
Instruction: Fill out the last two columns of the chart below regarding
your gained knowledge about earthquakes.
Name:
K W H L
What do I know? What do I want to How do I find out? What have I
know? learned?
Page 9
TRANSFER
Performance Standard: Transfer Goal:

The learner is able to
make an emergency plan The students on their own and in the long run will be able to prepare
and prepare an an emergency kit both for school and at home to become ready in
emergency kit for use at responding difficult situation caused by typhoon, earthquake, and
home and in school
any incidents.
Performance Task:
Goal: To prepare an emergency kit both for school and at home.
Role: Emergency responder, Medic, Rescue Personnel.
LC7: Prepare an
emergency kit for use at Audience: Teachers, Parents, Students
home and in school.
Situation: The school will conduct an earthquake drill. The class of

science 8 class is tasked to be the medic team during the said
Learning Targets: activity. Prior to the drill the science 8 students are required to
I can make an emergency prepare and emergency kit to be used. After the said drill, the
plan and prepare an
students may donate or use those kits at home.
emergency kit for use at
home and in school
Product: Emergency kit.
I can participate in
activities that lessen the
Scoring: The performance of the students will be graded through a
risks brought by typhoons
and earthquakes. rubric.
Page 10
Analytic Rubric:
Self-Assessment:
Instructions: Fill out the I CAN CHART to assess your understanding
about measures of position.
Learning Targets I can do this by myself. I need to do this but I I cannot do this by
I can… I can talk about it to can talk about it to myself and I cannot talk
others. others. about it to others.
I can differentiate
intensity from magnitude,
and active fault from
inactive fault.
I can compare and

contrast comets, meteors,
and asteroids.
I can use models to

earthquakes.
I can explain how
earthquake waves provide
information about the
interior of the earth.
I can trace the path of

typhoons that enter the
Philippine Area of
Responsibility (PAR) using
a map and tracking data.
Page 11
Values Integration:
Reflective Journal
Description: After doing the final task, look back at your experiences as
you complete the task.
1. How was your experience when doing the performance task?
2. What have you learned?
3. How can you use the skills you learned in the real world?
● Excellence
Chapter 2.
LC1: AC: Identify the Activity 1: Labelling Exercise

conditions needed for the
formation of typhoon.
(added competency). Instructions:
Follow the link below, then answer the formative assessment.
Clickable Links:
https://drive.google.com/drive/folders/1pUk4hs90z071YZMw5UruaNNUQt48mUbZ
Learning Targets: Sci8_q2_m4 page 6-8, 12.
I can Identify the

conditions needed for the
formation of typhoon. Screenshot of Online Resource:
Page 12
ASSESSMENT: LABELLING!
Instruction: Label the parts of a tropical cyclone.
LC2: Explain how Activity 2: Simulation Activity

typhoons develop; and
Instructions: Click the link below then explore how typhoons develop. Write
how it is affected by
your journal after.
landmasses and bodies of
water. Clickable Links:
(S8ES-IId-18); (S8ES-IIe-20) https://scijinks.gov/hurricane-simulation/
Learning Targets:
I can explain how typhoons
develop; and how it is
affected by landmasses and
bodies of water.
Page 13
Activity 4: Weather, Weather Lang!
Instructions: Read the weather bulletin, then answer the questions that
follows.
LC 4:
Explain how typhoons
Clickable Links:
develop; and how it is
affected by landmasses https://drive.google.com/drive/folders/1hZSgYUJeFiU5YmUIrKtL0k_pB8uELpQu
and bodies of water. (Sci8 q2 w4 m4_page 13)
(S8ES-IId-18); (S8ES-IIe-
20)
Learning Targets:
I can explain how
typhoons develop and
how it is affected by
landmasses and bodies
of water.
Page 14
Process Questions:

Instruction: Discuss and explain briefly how typhoons develop and how it
is being affected by land masses and body of water. Write it on a one
whole sheet of paper.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________________.
Activity 5: Let’s Tract a Typhoon

Instruction: Plot the coordinate on the PAR. Answer each questions that
follow.
Clickable Links:
https://drive.google.com/drive/folders/1pUk4hs90z071YZMw5UruaNNUQt48mUbZ
(Sci8 q2 m5 page 10-12)
Page 15
LC 5: Trace the path of
Philippine Area of
Responsibility (PAR)
using a map and tracking
data; (S8ES-IIf-21)
Learning Targets:
Philippine Area of
Responsibility (PAR)
using a map and tracking
data.
ASSESSMENT: ESSAY
Instruction: Answer the following questions below.
1. How do we use the PAR in monitoring the typhoon?

___________________________________________________
___________________________________________________
Page 16
__________________________________________________.
2. Why is monitoring the locations of the typhoon important? Discuss.

___________________________________________________
___________________________________________________
__________________________________________________.

Text 2: SciJinks
Link: https://scijinks.gov/hurricane-simulation/
Page 17

2. What is the best measure to save someone in the
brink of danger or emergency?
your gained knowledge about typhoons.
Name:
K W H L
know? learned?
Page 18
TRANSFER

home and in school
any incidents.
Performance Task:
LC7: Prepare an
home and in school.

plan and prepare an
students may donate or use those kits at home.
home and in school
activities that lessen the
Scoring: The performance of the students will be graded through a
Page 19
Analytic Rubric:
Self-Assessment:
I can differentiate
inactive fault.
I can compare and

and asteroids.
I can use models to

earthquakes.
I can explain how

Philippine Area of
Page 20
Values Integration:
Reflective Journal
● Excellence
Chapter 3.
LC1: Compare and Activity 1: Venn Diagram

contrast comets, Instruction: Compare and contrast comets, meteors and asteroid using
meteors, and asteroids; Venn diagram.
(S8ES-IIg-22)
Clickable Link:
https://ecdn.teacherspayteachers.com/thumbitem/Asteroid-Comet-or-
Meteor-Venn-Diagram-2612169-1506170435/original-2612169-2.jpg
Learning Targets: Screen shot of online resource:

I can compare and
contrast comets,
meteors, and
asteroids.
Page 21
ASSESSMENT: ENUMERATION
Instruction: Enumerate at least three characteristics of each NEO’s.
1. Asteroid:
_________________
_________________
_________________
2. Meteor
_________________
_________________
_________________
3. Comets
_________________
_________________
_________________
LC2: Explain how some Activity 2: Video Analysis

beliefs and theories about
Instructions: Follow the link below, about NEO’s.
Near Earth Objects become
tools to develop science Clickable Link:
further. (added
https://www.youtube.com/watch?v=zkglsg0K1IY
competency).
https://www.nasa.gov/audience/foreducators/postsecondary/features/
F_Near_Earth_Program.html
Page 22
Learning Targets:
I can explain how
some beliefs and
theories about Near
Earth Objects
become tools to
develop science
further.

Instruction: Discuss how some beliefs about NEO’s became a tool to
further develop science studies.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________________________
Page 23

2. What is the best measure to save someone in the brink of
danger or emergency.?
Page 24
your gained knowledge about Near Earth Objects (NEO’s).
Name:
K W H L
know? learned?
TRANSFER

home and in school
any incidents.
Performance Task:
LC7: Prepare an
Page 25
home and in school.

plan and prepare an students may donate or use those kits at home.
home and in school
activities that lessen the Scoring: The performance of the students will be graded through a
Analytic Rubric:
Self-Assessment:
Page 26
I can differentiate
inactive fault.
I can compare and

and asteroids.
I can use models to

earthquakes.
I can explain how

Philippine Area of
Values Integration:
Reflective Journal
● Excellence
CALENDAR OF ACTIVITIES
WEEK 1 (Chapter 1)
MON TUE WED THU FRI
Page 27
ACQUISITION ACQUISITION ACQUISITION ACQUISITION MEANING
Discussion of MAKING
Discussion of
Earth’s interior types of Seismic Demonstrating what
waves, to do before during
Explain the Earthquakes and after earthquake
movement of the
Fault and its
earth’s crust.
types.
WEEK (Chapter 2)
MON TUE WED THU FRI
ACQUISITION ACQUISITION ACQUISITION MEANING MEANING

MAKING MAKING
Lecture for
typhoon formation Effects of
typhoons. Demonstrating what
Tracing of
to do before during
Typhoons and after typhoon.
WEEK 3 (Chapter)
MON TUE WED THU FRI
ACQUISITION ACQUISITION ACQUISITION MEANING MEANING

MAKING MAKING
Discussion on
Asteroids, Beliefs about Explaining how
Meteorites, and NEOs. beliefs becomes
Comets tool for further
studies in science.
WEEK 4
MON TUE WED THU FRI
TRANSFER TRANSFER TRANSFER TRANSFER TRANSFER
The students will PERFORMANCE PERFORMANCE

completely prepare TASK TASK
the medical kit.
Page 28

Scie8 LP Q2 Revised Final

Uploaded by

Copyright:

Available Formats

Scie8 LP Q2 Revised Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Scie8 LP Q2 Revised Final

Uploaded by

Copyright:

Available Formats

UNIT LEARNING PLAN

Subject: Science Grade Level: 8

Students will be able to

ACQUISITION The learner demonstrates

Map of Conceptual Change:

Screenshot of Online Resource:

Screenshot of Online Resource:

LC2: Explain using Activity 2: Laboratory Activity/Adaptive Home Based Activity

Questions: Answer the following questions based on the given activity.

ASSESSMENT: SHORT PARAGRAPH

1. What happens on the top of a block during each fault movement?

Activity 3: Picture Analysis

Scaffold for Transfer: The Medical Team…

Map of Conceptual Change:

Performance Standard: Transfer Goal:

Goal: To prepare an emergency kit both for school and at home.

Role: Emergency responder, Medic, Rescue Personnel.

Situation: The school will conduct an earthquake drill. The class of

Product: Emergency kit.

I can compare and

I can use models to

I can trace the path of

LC1: AC: Identify the Activity 1: Labelling Exercise

Learning Targets: Sci8_q2_m4 page 6-8, 12.

I can Identify the

DEEPEN (MEANING MAKING)

LC2: Explain how Activity 2: Simulation Activity

ASSESSMENT: SHORT PARAGRAPH

Activity 5: Let’s Tract a Typhoon

(Sci8 q2 m5 page 10-12)

1. How do we use the PAR in monitoring the typhoon?

2. Why is monitoring the locations of the typhoon important? Discuss.

Text 1: DepEd Online LMS

The school will conduct an earthquake drill. The

Map of Conceptual Change:

Performance Standard: Transfer Goal:

Goal: To prepare an emergency kit both for school and at home.

Role: Emergency responder, Medic, Rescue Personnel.

Situation: The school will conduct an earthquake drill. The class of

Product: Emergency kit.

I can compare and

I can use models to

I can trace the path of

LC1: Compare and Activity 1: Venn Diagram

Learning Targets: Screen shot of online resource:

DEEPEN (MEANING MAKING)

LC2: Explain how some Activity 2: Video Analysis

ASSESSMENT: SHORT PARAGRAPH

Scaffold for Transfer: The Medical Team…

The school will conduct an earthquake drill. The

Performance Standard: Transfer Goal:

Goal: To prepare an emergency kit both for school and at home.

Role: Emergency responder, Medic, Rescue Personnel.

Situation: The school will conduct an earthquake drill. The class of

Product: Emergency kit.

I can compare and

I can use models to

I can trace the path of

MON TUE WED THU FRI