School Grade Level why

Teacher Learning SCIENCE

GRADE 8 Area
DAILY LESSON Teaching Dates March 03, 2021 Quarter 2
LOG and Time

I. OBJECTIVES Wednesday
The relationship between faults and earthquakes.
A. Content Standards
The learner is able to participate in decision making on where to build
B. Performance Standards structures based on knowledge of the location of active faults in the
community.
Using models or illustrations, explain how movements along faults
C. Most Essential Learning generate earthquakes (S8ES-IIa-14).
Competencies (MELC’s) 1. Explain what is Fault.
(Write the LC code for each.) 2. Demonstrate the relationship between faults and earthquakes.
3. Appreciate the importance of knowledge in the occurrences of
earthquakes.
EARTHQUAKES AND FAULTS
II. CONTENT

III. LEARNING RESOURCES

A. References Science 8
1. Teacher’s Guide Pages 67-74
2. Learner’s Materials Pages 115-122
3. Textbook Pages
4. Additional Materials from
LR portal
B. Other Learning Resources PowerPoint, Projector, Images, Chalk, Blackboard
IV. PROCEDURES
A. Reviewing previous lesson or Group Activity. Who AM I?
presenting the new lesson 1. Teacher will present a picture/s and the students will rearrange the
rumbled letters to get the correct answer.
2. Group the students into four (The group who will get the highest
points will declared as winner).
3. The learners were given 20 seconds to answer.
4. Only one representative per question
B. Establishing Purpose for the
Lesson Setting the mood and presentation of learning objectives.

C. Presenting Video Presentation about Earthquakes and Faults.

Examples/Instances of new Guide Question/s.
lesson 1. What is Fault?
2. What is the relationship between earthquakes and faults?
D. Discussing New Concepts
and practicing new skills # 1 1. Perform Activity 1. A fault-y setup
(refer to learner’s module pages 116-118).
a. With the same group (four groups), ask the students to perform
the activity.
b. Five minutes will be given to perform the activity. ( Instead of
using cardboard, the student’s may use Old Newspaper or a piece of Mat
made from Pandan)
 c. After performing and answering the questions of the activity,
the students will ask to write their answer in Manila paper and choose
a group member who will present their output.
d. Follow-up Discussion will follow.
2. Perform Activity 2. Stick ‘n’ slip - How faults generate earthquakes.
a. Distribute the worksheets.
b. The learner’s will do the activity with the same group (four
Groups).
c. The student’s will be given 5 minutes to accomplish the task.
d. The students will choose a presenter to present their work.
e. Follow-up Discussion will follow.
E. Discussing New Concepts and Types of Faults
practicing new skills # 2 1. Normal Fault 2. Reverse Fault 3. Strike-Slip Fault

Group Activity -MAKE IT WITH YOU

1. The students will make a model of the three types of Fault (using
recycled materials). (MAPEH- Arts Integration)
2. They will present their output by means of;
Group 1-Product Endorsement (T.L.E Integration)
Group 2- Song (MAPEH- Music Integration)
Group 3- Essay (English Integration)
Group 4- Poem (English Integration)
3. Students will demonstrate in their presentation the possible impact
if certain movements in that fault/s occurs.
( see attached rubrics for rating the students)
F. Developing Mastery (Leads to MathAgham SAKALAM
Formative Assessment) 1. The four Groups will solve the given Math problem before they were able
to answer the Questions about the topic.
(Note: One Math problem is equivalent to One question.)
Ex 1. 8x 6= 48
Q1. = What is a Fault?

(Mathematics Integration)
G. Finding Practical Application of
Concepts & Skills in daily living LOOK AROUND
1. Answer the following question using the table on the location of
Active faults in the Philippines.

Q1. list down at least 5 provinces that have an active fault.

Q2. list down at least 5 provinces that have no active fault.
-Palawan
Why Palawan didn’t experience earthquakes?
H. Making Generalization and The Big Word – FAULT and EARTHQUAKES
Abstraction The teacher will randomly call a student and provide what they have
learned during the class with regards to the Big Word, in this case the
FAULT and EARTHQUAKES.
 I. Evaluating Learning Multiple Choice
Directions: Choose the letter of the correct answer, write your
answer on your ¼ sheet of paper.
1. What do you called to a break in the Earth’s crust wherein
along that break, significant movement has taken place?
a. epicentre b. fault c. magnitude d. focus
2. What do you called to a process when the ground overcomes
friction which results to the occurrence of earthquake?
a. stick and slip c. slide and shake
b. slip and stop d. slip and shake
3. Based on your activity why does the box didn’t move easily
when you try to pull the rubber band attach to it?
a. because of friction
b. because of the quality of rubber band
c. because of the type of box
d. because of the attached toy house
4. Based on your activity in order to form a cracks on the sand
you must pull the sheets in ________.
a. same direction c. either a or b
b. opposite direction d. depends on the type of sheet
5. Which part of the Philippines does Philippine Fault and
Digdig Fault movements occur?
a. Luzon c. Mindanao
b. Visayas d. all of the above

J. Additional Activities
Research on the difference between Focus and epicenter.
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned 80% in the
evaluation
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lesson works?

D. No. of Learners who continue to require

remediation

Prepared by:

Teacher 1
Observed by:

Principal 1