STANDARDS-BASED TECHNOLOGY INTEGRATION PLAN

SCHOOL: HIGH SCHOOL- SCIENCE

SUBJECT: EARTHQUAKES AND FAULTS
TEACHER: DR. MIKE RAPATAN GRADE: 8 SECTION: SCIENCE GROUP
DATE AND TIME OF IMPLEMENTATION: OCTOBER 27, 2019

TOPIC: EARTHQUAKES AND FAULTS

GRADE LEVEL/ CONTENT AND PERFORMANCE STANDARDS ADDRESSED:
CONTENT STANDARD: The learners demonstrate an understanding of the relationship between
faults and earthquakes
PERFORMANCE STANDARD: The learners shall be able to:
1. participate in decision making on where to build structures based on 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
PROFICIENCY TARGETS
KNOW UNDERSTAND DO
Students are able to: Students are able Students are able to:
to understand
that:

 differentiate the  structures  create a brochure

1. epicenter of an should not be that:
earthquake from built near active
its focus; faults 1. includes an
2. intensity of an emergency plan;
earthquake from
its magnitude; 2. guide the community
and on what to do before,
3. active from during and after
inactive faults earthquake; and

 identify the active 3. promotes wise

faults in the locality/ decision-making on
community. where to build
structures and based
on knowledge of the
location of active
faults in the
community.

SUMMATIVE 5 Items Multiple One-paragraph Performance Task:

ASSESSMENT Choice : Essay Brochure Creation
FORMAT AND -Five questions will be After exploring the Students will create
COVERAGE flashed from Plickers simulation video, brochures informing
app and the students the students will the people where to
will answer it by group. be asked to make build structures based
Questions: one-paragraph on the knowledge of
1.It is a fracture on the essay answering the locations of active
Earth’s crust. the question: How faults in the
A. fault would you apply community/entire the
B. plates your country and the past
C. tremor understanding in records of the
D. folds your community on occurrence of
2. A line on a rock building structures earthquake.
surface or the ground based on your
that traces the gap knowledge on the
between two divided location of active
landmass. faults?
A. fault line
B. fault slip
C. clip-slip
D. strike-line
3. What component of
a fault is shown in the
picture?
A. footwall
B. epicenter
C. hanging wall
D. fault line
4. How many major
fault lines are there in
the Philippines?
A. 9
B. 10
C. 11
D. 8
5. What fault system is
shown in the
illustration?
A. Macolod Corridor
B. Marikina Valley
Fault
C. Lubang-Verde
D. Sibuyan Sea fault
TECHNOLOGY Website No. 1 Website No. 1 Read.Write.Think
RESOURCE(S) Earthquake Simulation Engineering for Printing Press App
RELATED TO site: Earthquakes (Brochure)
BUILDING https://www.sci.muni.c https://www.edu
PROFICIENCY TARGET z/~herber/quake/movie web.com/portfoli (swf file offline)
(address, title, SAMR s/earthquakes_soubor o/bridgetoclassro
type) y/earthquakes.swf?fbcl om/E4E.swf?fbcli
id=IwAR3UJTb4LW82 d=IwAR3tb2V6Dj
Q7lzQPzTbxbbCN2PI 5Jjw7nUk5dhFpK
wj7clM5xL- thDMDDJBtG3wj
kpDIYzQq5P1ZNjkArB x_EM8o80BevFJ
HI uE7txEXV4
(Augmentation)

Website No. 2
Youtube video on
active faults in the
Philippines and their
location
https://www.youtube.co
m/watch?v=4UZPjPS5
vkU
(Augmentation)

Website No.3
Youtube video on
Magnitude vs.
Intensity
https://www.youtube.
com/watch?v=qNeFq
Hn4tkg
(Augmentation)

Plickers multiple
choice quiz bee

https://www.plickers.com/se
teditor/5db4a12d2ced3900
118ddf2d

STUDENT ACTIVITIES ACCESS: ACCESS/PROCE ACCESS / CREATE

USING TECHNOLOGY 1.The learners open SS/ CREATE The learners open the
RESOURCE(S) the videolink and 1. The learners link of the Printing
 Access watch the Youtube open the link of Press app and use it to
 Process video on Earthquakes the Engineering make a brochure on
 Collaborate (website no. 1) for where to build
 Create PROCESS: Earthquakes, structures based on
 Communicate/Se The students will explore its knowledge of the
nd answer the following features, and location of active faults
questions: do the tasks as in the community
1. Where do earthquakes instructed.
generally happen? 2. Students then COLLABORATE
2. What is epicenter? will be asked to The learners work in
3. What is focus? make an essay: groups in making the
4. Differentiate epicenter How would you brochure.
from focus apply your
understanding COMMUNICATE /
ACCESS in your SEND
The learners open the community on After printing, the
videolink and watch building learners may distribute
the Youtube video on structures their brochures to
on active faults in the based on your different groups of
Philippines and their knowledge on people in their
location (website no. 2) the location of communities
active faults?
COLLABORATE:
2. Students in groups
will answer the five-
multiple choice
questions using
Plickers.

ACCESS
The learners open the
videolink and watch
the Youtube video on
Magnitude vs.
Intensity
(website no. 3)

PROCESS

1. Based on the video, how

will you differentiate
magnitude from intensity?

2. Describe the strength of

magnitude and intensity as
 they go farther away from
the epicenter.

3. Knowing these concepts,

which of the two has a
lower risk of having
disasters cause by
earthquakes? A taller
structure that is close to an
earthquake or a smaller
structure that is close to an
earthquake?

STUDENT TOOL FOR Exit Card Muddiest Point: Rubrics for

SELF-ASSESSMENT OF Brochure-Making
PROFICIENCY 3-things I learned Complete the
INDICATING today following Ability to provide
READINESS FOR 2-things I found sentence: quality information
SUMMATIVE interesting understand I’m most confused 5- Excellent
ASSESSMENT 1-question I still have of_____________ The students provided
the following desired
_______
information in the
brochure:
 Emergency plan
 Emergency Kit
 What to do before,
during & after
earthquake
 Promoting wise
decision making on
where to build
structure based on the
location of active
faults in the
community
4- Very Satisfactory
The students provided 3
desired information in the
brochure

3- Satisfactory
The students provided 2
desired information in the
brochure

2- Fair
The students provided 1
desired Information in the
brochure

1-Poor
The students were not
able to provide desired
Information in the
brochure

Ability to use local

issues to elaborate
response

The students manifested

exemplary integration of
local concerns to make
the position clearer and
more convincing.

The students used local

issues but with limited
information.

The students articulated

local examples but not
directly related to the
present issue.

The students showed

some evidence of
awareness of local
issues, but poorly
incorporated into the
response.

The students did not

include any local
example to elaborate the
response.

Ability to apply
scientific knowledge to
solve earthquake-
related problems
The students gave a
comprehensive solution
on earthquake-related
problems applying
science concepts.

The student showed

remarkable insight to
solve earthquake-related
problems

The student provided a

clear relevant solution
earthquake-related
problems based solely
on intuition.

The student provided

little insight to solve
earthquake-related
problems being
addressed.

The student showed no

evidence of ability to
connect science
concepts with
earthquake-related
problems.

Layout
The layout is well
organized. There is a
consistency on the
components that allows
the readers to find the
information correctly.

Layout is well organized.

Most components are
consistent within the
publication. Letters are
printed with appropriate
contrast.

The layout is partially

organized. Some of the
components are
consistent within the
publication. Letters are
printed with appropriate
contrast.
 The layout is somewhat
organized. Most
components are
consistent within the
publication. Letters are
not easily distinguished
from the background.

The layout confusing.

The components are not
consistent. Letters are
not distinguishable from
the background.

SCHOOL:
SUBJECT: SCIENCE

TEACHER: GRADE: 4 SECTION:

DATE AND TIME OF IMPLEMENTATION: Q4

TOPIC: Weather
CONTENT STANDARD: components of weather using simple instruments
PERFORMANCE STANDARD: practice precautionary measures in planning activities
PROFICIENCY TARGETS
KNOW UNDERSTAND DO
Students are able Students are able to Students are
to: understand that: able to:
1. Name different The type of weather Practice safety
weather instruments precaution to make precautions
and the weather depends on the during different
component that weather. weather
these measure conditions

2.Record in a chart
the weather
conditions
SUMMATIVE 1.1 Fill in the blanks One-paragraph Performance
ASSESSMENT 1.2 Multiple Choice Interpretation Task
FORMAT AND 2.1 Chart
COVERAGE completion
2.2 Multiple Choice
TECHNOLOGY 1.Youtube video on 1.Youtube video on 1. Weekly
RESOURCE(S) weather instruments weather forecast and weather news
RELATED TO https://www.youtube prediction bulletin with
BUILDING .com/watch?v=Acp2 https://www.youtube. Printing Press
PROFICIENCY AWpB93w com/watch?v=t2aWy app from
TARGET Weather RtnRCg http://www.rea
(address, title, SAMR Instruments Today’s National dwritethink.org/
type) (Augmentation) Weather Forecast classroom-
(Augmentation) resources/stud
2.Excel file on ent-
Weather Chart 2.Weather simulation interactives/pri
site: nting-press-
3.Quia Multiple http://teacher.scholas 30036.html
Choice Quiz at tic.com/activities/wwa (Redefinition)
http://www.quia.com tch/sim/game.htm
/pop/173504.html?A Interactive Weather 2.Mobile phone
P_rand=369668896 Maker (Modification) video clip on
on: safety
a. Weather precautions
terms (Redefinition)
 b. Weather 3.Comics strip
instruments creation
c. Weather http://www.mak
recording ebeliefscomix.c
om/Comix/
STUDENT ACTIVITIES ACCESS: PROCESS ACCESS/
USING TECHNOLOGY 1.Students open the 1.In a worksheet, CREATE
RESOURCE(S) video link and watch students compare 1. Students
 Access Youtube video and their interpretation publish a
 Process fill up in a with a weather weekly news
 Collaborate worksheet a forecaster’s bulletin on the
 Create Frayer’s diagram prediction. coming week’s
 Communicate/ identifying weather ACCESS/PROCESS/ weather.
Send instruments and COLLABORATE Students open
stating their use 2.In a worksheet, the link of the
COLLABORATE students are asked to Printing Press
2.Students in pairs open the Website link app and use it
complete an Excel and in pairs produce to publish a
file on today’s certain conditions front page
weather condition with the help of s news with the
PROCESS weather simulation week’s
3.Students practice Website. Students weather as the
answering then explain the headline and
questions in cause-effect the proper
interactive multiple relationships in the precautions to
choice quiz. simulation. Then take.
students determine COMMUNICA
the type of weather TE
precaution to take per After printing,
condition. students may
3.Ask students to distribute their
make generalizations news to
about the kinds of different
weather precautions sectors in the
to make. community that
monitor the
weather (e.g.,
the farmers,
police, etc.).
CREATE
2. Students
make a short
video clip of 2
safety
practices they
recommend for
 different
weather
conditions
(e.g., heat
wave, typhoon)

3. Students
may explain in
a comics strip
2 safety
practices they
recommend for
different
weather
conditions.
STUDENT TOOL FOR Windshield Check Muddiest Point Rubric for
SELF-ASSESSMENT video clip,
OF PROFICIENCY comics strip
INDICATING and newspaper
READINESS FOR
SUMMATIVE
ASSESSMENT