DETAILED SCIENCE LESSON PLAN
GRADE REGION
LEVEL
8 AREA
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
D. Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
XI GRADE 8
LEVEL
TEACHER JENNIFER D. LINAGA LEARNING SCIENCE
TEACHING DATES AND ACACIA 7:30-8:30 ROSEWOOD 2:30-3:30 QUARTER SECOND
TIME FALCATA 10:46-11:46 MAHOGANY 3:30-4:30
The learners demonstrate an understanding of:
the relationship between faults and earthquakes
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
The learner should be able to:
 Explain how movements along faults generate earthquakes (S8ES-11a-14)
At the end of the lesson, the students should be able to:
 Define a fault;
 Explain how a fault forms;
 Describe the different types of faults; and
 Recognize the importance of having the knowledge about the Earthquakes and
Faults
Earthquakes and Faults
TG pp. 67-80
Science 8 Learner’s Module. Campo, Pia C., et al. 2013. Pp. 115-127
SLM Quarter 2. Module 1
ELICIT
Unlocking of terms: “REVEAL FOR REAL”
 Given their counting skills in Mathematics, the students will reveal the
hidden words by using the numbers that represent the letters in the
alphabet.
ENGAGE
“PICTURE ANALYSIS”
 The students will describe what they can see in each picture that will be
presented by the teacher.
 Why do earthquake occur?
 What is the relationship between earthquakes and faults?
EXPLORE
 Activity Proper: “A FAULT-Y SETUP”
 Preliminary Activity
 Introduce the activity: A Fault-y setup
 First read the procedure carefully. If there are points that you don’t
understand, ask help or clarify from your teacher.
**Activity Procedure 1
A Fault-y setup
 Spread the Newspaper on a table. Do the activity on the Newspaper.
 Arrange the two sheets of cardboard edge to edge.
 Pour sand along the boundary of the two sheets.
 With the ruler, flatten the top of the sand and make two parallel lines.
 Now move the sheets slowly in the direction shown.
 Observe.
 Key Questions:
 As you move the sheets, what is formed in the sand?

GRADE
LEVEL
8 AREA
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
DETAILED SCIENCE LESSON PLAN
REGION XI GRADE 8
LEVEL
TEACHER JENNIFER D. LINAGA LEARNING SCIENCE
TEACHING DATES AND ACACIA 7:30-8:30 ROSEWOOD 2:30-3:30 QUARTER SECOND
TIME FALCATA 10:46-11:46 MAHOGANY 3:30-4:30
 What happens to the lines?
**Activity Procedure 2
 Get the box cover and cut it so that the length of one piece is twice the
other. If you cannot find a box cover, make one using cardboard.
 Place the shorter box cover within the longer one. Put sand in the nested
box covers. Shake the box side so the surface of the sand will become level.
 Key Questions:
1. What do you think will form after pulling the box covers towards each
other?
 Now, slowly pull the sides of the box covers. Ask the students to observe
carefully.
 Now, reassemble the box covers as before. Do not forget to make the
surface of the sand flat. This time, push the sides of the box covers toward
each other. Let the students observe what happens.
 Key Questions:
2. What do you think will form after pushing the box covers towards each
other?
 Be aware of the time element of this activity. Practice the advocacy of the
WATCH, time consciousness and honesty in doing the activity.
EXPLAIN
 Post- Activity”
 Discuss the data with the class. Through inquiry questions, allow students to
answer questions.
ELABORATE
 Although major Earthquakes have caused countless damages all over
the world, Earthquakes can also have positive benefits for humans.
 The students will try to answer the questions. They will undergo an
activity through True or False.
 In Araling Panlipunan, land formation is also discussed. Of all the land
formation, what type of formation is formed when the ground is pulled
apart and a fault formed, a portion of the Land sinks? How about when
the ground is squeezed inside the Earth, a portion of the land is pushed
up, what land formation is formed?
EVALUATE
“LET US ASSESS”
Directions: Select the letter of the option that correctly answers the question or
completes the statement. This is also “TIME ON TASK” observe time element for this
evaluation.
1. It is described as the sudden shaking and trembling caused by the sudden release
of energy from inside the Earth.
A. Fault
B. Friction
C. Earthquake
D. Seismology
2. Which type of fault is this?
A. Reverse
B. Normal
C. Strike-slip
D. Stick and slip
3. What is the study of Earthquake?
A. Fault
B. Earthquake
C. Seismology
 DETAILED SCIENCE LESSON PLAN
GRADE REGION XI GRADE 8
LEVEL
LEVEL
TEACHER JENNIFER D. LINAGA LEARNING SCIENCE
8 AREA
TEACHING DATES AND ACACIA 7:30-8:30 ROSEWOOD 2:30-3:30 QUARTER SECOND
TIME FALCATA 10:46-11:46 MAHOGANY 3:30-4:30

D. Friction

4. Earthquakes happen along a fault line. Which of the following is NOT true about
faults?
A. It can be found in the land.
B. It is where fault cyclone starts.
C. It is the break in the Earth’s crust.
D. None of the above.

5. The process that refers to the fast movement between two sides of a fault
wherein the friction is overcome resulting to a sudden movement or shaking of the
ground.
A. Stick And shake
B. Stick and bend
C. Stick and Vibrate
D. Stick and slip

6. Earthquakes are common occurrence in Japan, Indonesia and Philippines. Why is

this so?
A. They are located near the equator
B. They Are considered archipelagic countries.
C. They are found within the Pacific Ring of Fire.
D. They are surrounded by seas.

7. What will most likely to happen every time a fault slips?

A. There will be no movement at all.
B. The rocks will suddenly slips and will generate an Earthquake.
C. The rocks will be stuck together.
D. There will be movement right away.

8. What Philippine Agency is concerned in monitoring fault movement?

A. PHIVOLCS
B. PAGASA
C. DOLE
D. DENR
9. Energy from inside the Earth makes the ground move. Which of the following is
the reason why there is NO MOVEMENT RIGHT AWAY?
A. Friction causes a delay in the movement of the ground
B. The rapid release of energy causes a delay in the movement in the ground.
C. There is no movement right away because of the vibration of the rocks.
There is no movement right away because of the bending of the rocks.

10. Which factor keeps the rocks from slipping past each other?
A. The depth of the rocks.
B. The roughness of the rock.
C. The arrangement of the rocks.
D. The bending of the rocks.
EXTEND
J. Additional activities for  The students will make an emergency plan in accordance with the
application or remediation structure of their house and in school. The rubrics will be presented in
the virtual room.

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 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
 DETAILED SCIENCE LESSON PLAN
GRADE REGION XI GRADE 8
LEVEL
LEVEL
TEACHER JENNIFER D. LINAGA LEARNING SCIENCE
8 AREA
TEACHING DATES AND ACACIA 7:30-8:30 ROSEWOOD 2:30-3:30 QUARTER SECOND
TIME FALCATA 10:46-11:46 MAHOGANY 3:30-4:30

share with other teachers?

Prepared and Submitted by:

JENNIFER D. LINAGA
Ratee

NOTED BY:

CHARLENE K. ROZ
Rater