School Irisan National High School Grade Level Grade 8

GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG Teaching Dates and Time April 11, 2019 Quarter First Quarter

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standard
The relationship between faults and earthquakes
The learners shall be able to:
1. Participate in decision making on where to build structures based on
B. Performance knowledge of the location of active faults in the community
Standards 2. Make an emergency plan and prepare an emergency kit for use at
home and in school
The learners shall be able to:
1. Using models or illustrations, explain how movements along faults
C. Learning generate earthquakes; (S8ES-IIa14)
Competencies/ 2. Differentiate the
Objectives a. epicenter of an earthquake from its focus;
(Write the LC b. Intensity of an earthquake from its magnitude; and
code) c. active and inactive faults; (S8ES-IIa15)
3. Explain how earthquake waves provide information about the
interior of the earth. (S8ES-IIc17 )
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG,
II. CONTENT the content can be tackled in a week or two.
Subject Matter Earthquake
Specific Objectives 1. Give the scientific definition of an earthquake;
2. Describe how and why earthquakes happen; and
3. Identify the key elements that causes earthquakes.
Instructional Strategies 1. Experiential Instruction (model building)
2. Indirect Instruction (concept formation, inquiry, reflective discussion
and listening and viewing)
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and modules)
2. Graphic Organizers/2D (pictures, maps, diagram)
3. 3D (castings, models, experimental models)
4. Audio-Visual (video clips, power point, tape records, and TV
broadcast)
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
RESOURCES based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages G10 Science Teachers Guide pp. 6 – 10
2. Learner’s Materials
G10 Science Learners Material pp. 8-10
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn
IV. PROCEDURES well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
 School Irisan National High School Grade Level Grade 8
GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG Teaching Dates and Time April 11, 2019 Quarter First Quarter

things, practice their learning, question their learning processes, and draw conclusion about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
ELICIT

The students will be asked to reveal the hidden terms through crashing
the aliens. The aliens are letter x, y and z. The terms that will be
A. Reviewing revealed are the terms that were discussed last meeting.
previous lesson or a. xyfxxayczuzlxytxxzy
presenting the new
b. ynxozzrxymyzxayysl xxfyyzazzuzlt
lesson
c. xxryexyvexyrzzysxe zxyfxyauxyzlyzxtyz
d. zyhxxayngzzixxyznxxg zyxwzzayyztlyxzlxy
e. Zyfyyozzoyyxt zyxwyxayzxlyyzzlxxyy
After which, the students will explain the terms that was revealed.
B. Establishing a ENGAGE
purpose for the Ask the following questions:
lesson
C. Presenting 1. What comes into your mind when you heard the word earthquake?
examples/instances 2. What causes earthquakes?
of the new lesson
EXPLORE
1. Let the students perform simple activity on “Elastic Rebound”. A
D. Discussing new simple activity to illustrate the movement of faults that will generate
concepts and earthquake.
practicing new 2. The students follow the procedure/set-up in the given activity as
skills #1 shown below.

Procedure:

1. Tape several matching sheets of sandpaper together to form a long

strip with smooth connections between each sheet.
2. Tack the strip onto the wooden board.
3. Attach a rubber band to the block (through the eyehook as shown).
4. Place the block on one end of the strip of sandpaper.
5. Pull the end of the rubber band slowly until it stretched and observe
the movement of the block.

Guide Questions
1. In the activity, what does the block of wood represent?
 School Irisan National High School Grade Level Grade 8
GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG Teaching Dates and Time April 11, 2019 Quarter First Quarter

2. What does the rubber band represent?

3. What does the sand paper represent?
4. What does the moving block represent?
5. What kind of energy does the rubber band have?
6. What kind of energy does the moving block have?
7. Describe the energy changes that occur with the model.
8. Does the block always move the same distance with each jump in
motion?
9. Describe what parts of the model have balanced forces and
unbalanced forces.
10. Explain how the activity might model the cause of real earthquake.
EXPLAIN

1. The students will be asked to present the output of their activity.

There will be one representative from each group to explain their
answers to the questions in the activity.
2. After all groups presented their output, the teacher will give
additional inputs to the class for better understanding.

1. In the activity, the block of wood represent - the plates/earth crust

2. The rubber band represent - the forces acting on the plate
3. The sandpaper represent - the contact between one plate and
E. Developing another plate/friction
mastery (leads to
4. The moving block represent - an earthquake
Formative
5. The kind of energy does the rubber band have is - potential or
Assessment 3)
elastic potential
6. The kind of energy does the moving block have is - kinetic
Energy
7. The energy changes that occur with the model. - the potential
energy in the rubber band is transformed into kinetic energy when the
block moves.
8. The block does not always move at the same distance with each
jump in motion.
9. The parts of the model that have balanced forces (the unmoving
block) and unbalanced forces (when the block speeds up from resting,
accelerates, and then stops).
 School Irisan National High School Grade Level Grade 8
GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG Teaching Dates and Time April 11, 2019 Quarter First Quarter

ELABORATE
F. Finding practical
applications of  Earthquake is the sudden shaking of the Earth that occurs when
concepts and skills energy is released when the lithosphere or tectonic plates move.
in daily living

 There is an occurrence of earthquake when force is applied to

solid rock at high temperatures and over a long period of time
that can bend, or deform rocks.
 The slow bending, builds up forces on rocks near the surface.
This kind of forces is called stress. Surface rocks respond to stress
by elastic bending called strain. Therefore, the stress on rocks
near the surface builds until the rocks break, and an earthquake
occurs.
G. Making  What we feel as an earthquake is the sudden movement of the
generalizations and ground, which releases stored energy.
abstractions about  Earth crust, forces, potential, elastic and kinetic energy, heat,
the lesson temperatures and time are the key factors that affect the
occurrence of earthquake.

Elaborate further that:

 Earthquakes occur on the different types of faults.
a. strike-slip/concurrent earthquakes occur on strike-
slip/concurrent faults.
b. normal earthquakes occur on normal faults.
c. thrust/reverse earthquakes occur on thrust or reverse faults.
EVALUATE
Evaluate students understanding by giving simple formative
assessment.

Fill in the blanks.

H. Evaluating learning 1. ________________ is the sudden shaking of the 2. _______________
that occurs when 3. ______________ is released when the lithosphere
or tectonic plates move. Strike-slip earthquakes occur on 4.
________________ faults. Normal earthquakes occur on 5.
___________________. Thrust earthquakes occur on 6.
_____________or reverse faults.
I. Additional EXTEND
activities for
application or Assignment:
remediation What are the different effects of earthquake to people, community and
 School Irisan National High School Grade Level Grade 8
GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG Teaching Dates and Time April 11, 2019 Quarter First Quarter

in the environment?
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
VI. REFLECTION What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover which
I wish to share with other teachers?

Prepared by:

ARACELI K.TAMIRAY
Demonstration Teacher
April 12, 2019