Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
5 SCIENCE 8 2 120
Learning Competency/ies:
Using models or illustrations, explain how Code
(Taken from the Curriculum Guide) movements along faults generate earthquakes. S8ES-IIa-14
Key Concepts / Understandings to
be Developed Describe the process stick and slip.
Adapted Cognitive
Process
Domain Dimensions (D.O.
OBJECTIVES:
No. 8, s. 2015)
Using varied activites, the students are expected to perform 75% accuracy of the following :

Knowledge Understanding Explain the effect of bending of rocks along faults.

Skills
Applying Describe the relationship of faults movement and earthquakes

Attitude Valuing Display cooperation in a group activity.

Responding to
Values Phenomena Prepare oneself to reduce risk brought by an earthquake.

2. Content activity "Stick 'n' Shake"

books : : LM, TM and Integrated Science 8 page 122-124

3. Learning Resources
Material: two plastic rulers, a bit of clay

4.1 Introductory Activity Review on the past lesson:

2 minutes How a fault generate an earthquake?

4.2 Activity Divide the class into five groups.Let students perform activity "Stick 'n' Shake" on page 122-124 in
the Learner's Manual and answer the guide questions then publish the result. Criteria for the
presentation of the activity 10 pts - maximum participation of the members of the group -all the
answers of the activity are correct- publish the result on time 8 pts- one or two members of the
20 minutes group did not participate -one answer is mistake - publish the result 5 minutes late 5 pts.-three or
more members in the group did not participate - two answers in the activity are wrong - publish the
result 8 minutes late

4.3 Analysis
1.In the activity what represents friction? 2..What happens when bending becomes too much? If
nothing happens, separate the rulers and re-attach them only slightly. 3.Explain the effects of
10 minutes bending of rocks along faults. 4. Relate faults movement and earthquakes.
4.4 Abstraction In the activity, the clay represents friction. When too much bending occurs and the limit is reached,
the rocks suddenly snap. The bent rocks straighten out and viobrate. The vibrations travel in all
directions and people in different places will feel them as a quake. An earthquake is a vibration of the
8 minutes Earth due to the rapid release of energy.

4.5 Application
What will you do before, during and after an earthquake hit your area?
8 minutes

4.6 Assessment Performance task based on the presentation of the activity using the
Tests rubrics.
8 minutes
4.7 Assignment Enhancing / improving the day’s
lesson
Where does an earthquake start?
2 minutes
4.8 Concluding Activity
It's not an earthquake, it's more of a plate shift.
2 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: School:
LEILA L. PINATIL SANGAT NHS
Position/
Designatio Division:
n: SST 3 CEBU PROVINCE
Contact
Number: Email address:
09954658164/09334630605 leila_pinatil@yahoo.com

Edited by: JONACITA JONAS BASCO Technical Editor: ESTRELLITA L. QUIAMCO

San Fernando National High School Tolotolo National High School
TEACHER 1 School Head
 Date:
AUGUST 17-20, 2018
Code
S8ES-IIa-14

accuracy of the following :

s.

earthquakes

hquake.

ience 8 page 122-124

y "Stick 'n' Shake" on page 122-124 in

ublish the result. Criteria for the
of the members of the group -all the
8 pts- one or two members of the
result 5 minutes late 5 pts.-three or
s in the activity are wrong - publish the

hen bending becomes too much? If

y slightly. 3.Explain the effects of
earthquakes.
 nding occurs and the limit is reached,
iobrate. The vibrations travel in all
uake. An earthquake is a vibration of the

our area?

he presentation of the activity using the

art?

NHS

OVINCE

til@yahoo.com

ESTRELLITA L. QUIAMCO
olotolo National High School
School Head
attitude
Receiving Phenomena

Responding to Phenomena

Valuing
Organization

Internalizing values

assignment
Reinforcing / strengthening the
day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/ Conferencing
Anlysis of Learners' Products
Tests