TALA HIGH SCHOOL
Detailed Lesson Plan in Integrated Science 8
SECOND Quarter
Mrs. Rita P. Caderao
September 19, 2018
5:50-6:50 (8-BOUGAINVILLEA)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
B. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
A. Presenting examples/
instances of the new lesson.
B. Discussing new concepts and
practicing new skill #1.
C. Developing mastery.
D. Finding practical applications
of concepts and skills in daily
living.
E. Making generalizations and
abstractions about the
lesson.
Unit 2: Module 3: Earthquakes and Faults
The learners demonstrate an understanding of the relationship between
faults and earthquakes.
Make an emergency plan and prepare an emergency kit for use at home and
in school.
Code: S8ES-IIa-15
1. Define fault.
2. Differentiate the three types of faults using the fault model.
3. Enumerate ways to prepare for the Big One.
Fault
Fault is a break or fracture in the earth’s crust where significant movements
occur. Movement of faults results to earthquake.
1. Normal Fault – result of pulling force. The direction of the rocks/land
masses is downward.
2. Reverse Fault - result of pushing force. The direction of the rocks/land
masses is upward.
3. Strike –slip Fault – result of sideward opposite force. The direction of the
rock layers is sideward.
pp.115-122
Exploring Life Through Science pp.399-404
4 PICS 1 WORD
A E S L T P U F
Given the fault model, do the following:
1. Pull both ends of the fault model apart. Observe what happens to the middle
box.
2. This time push both ends together. Notice the effect on the middle box.
3. Try to move the ends of the boxes sideward in different direction. Observe the
appearance of the model.
Guide Questions:
1. What happens to the middle box as you pull both ends of the model?
2. When you push the boxes together, to what direction did the middle box move?
3. Are the lines in the top part of model still continuous?
4. What occurs when these faults move?
Let the students watch a documentary about the Big One. Ask studdents on how
they should prepare for it. (video presentation).
Present pictures of places where different types of faults are evident. Let the
students identify them.
Complete the concept map by filling in with the appropraite words.
 FAULT
types

force

movement

F. Evaluating learning. Choose the letter of the correct answer.

1. An earthquake is caused by ______
A. cooling of the earth’s interior B. rotation of the earth on its axis
C. movement of the fault D. different layers of the earth
2. Along a reverse fault, blocks of land generally moves ______
A. side to side B. upward C. north D. downward
3. It results when two system of pulling forces is applied to an object.
A. normal fault B. reverse fault C. strike-slip fault D. oblique fault
4. After an earthquake, you noticed that railroad tracks were already misaligned.
What fault might be the cause of this earthquake?
A. strike-slip fault B. normal fault C. reverse fault D. oblique fault
5. Record shows that the West Valley Fault in Metro Manila has moved in 1658 and
is predicted to move anytime now. What should be the best thing to do to
prepare ourselves for this phenomenon?
A. move to other regions to avoid from it
B. build houses made of bricks
C. join earthquake awareness program and prepare survival kit
D. build house made of light materials to lessen the possible damage in case an
earthquake occur
G. Additional activities for
application and remediation.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

B. No. of learners who required 0 out of 42 students

additional activities for
remediation

C. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

D. No. of learners who continue 0 out of 42 students

to require remediation

E. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

F. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

G. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

RITA P. CADERAO EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8

I. OBJECTIVES
D. Content Standards
E. Performance Standards
F. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
C. References
3. Teacher’s Guide pages
4. Learner’s Material pages
D. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
H. Presenting examples/
instances of the new lesson.
I. Discussing new concepts and
practicing new skill #1.
J. Developing mastery.
K. Finding practical applications
of concepts and skills in daily
living.
L. Making generalizations and
abstractions about the
lesson.
SECOND Quarter
Ms. Janet A. Pagulayan
September 19, 2018
4:50-5:50 (8-DAMA DE NOCHE)
Unit 2: Module 3: Earthquakes and Faults
The learners demonstrate an understanding of the relationship between
faults and earthquakes.
Make an emergency plan and prepare an emergency kit for use at home and
in school.
Code: S8ES-IIa-15
1. Define fault.
2. Differentiate the three types of faults using the fault model.
3. Enumerate ways to prepare for the Big One.
Fault
Fault is a break or fracture in the earth’s crust where significant movements
occur. Movement of faults results to earthquake.
1. Normal Fault – result of pulling force. The direction of the rocks/land
masses is downward.
2. Reverse Fault - result of pushing force. The direction of the rocks/land
masses is upward.
3. Strike –slip Fault – result of sideward opposite force. The direction of the
rock layers is sideward.
pp.115-122
Exploring Life Through Science pp.399-404
4 PICS 1 WORD
A E S L T P U F
Given the fault model, do the following:
1. Pull both ends of the fault model apart. Observe what happens to the middle
box.
2. This time push both ends together. Notice the effect on the middle box.
3. Try to move the ends of the boxes sideward in different direction. Observe the
appearance of the model.
Guide Questions:
1. What happens to the middle box as you pull both ends of the model?
2. When you push the boxes together, to what direction did the middle box move?
3. Are the lines in the top part of model still continuous?
4. What occurs when these faults move?
Let the students watch a documentary about the Big One. Ask studdents on how
they should prepare for it. (video presentation).
Present pictures of places where different types of faults are evident. Let the
students identify them.
Complete the concept map by filling in with the appropraite words.
 FAULT
types

force

movement

M. Evaluating learning. Choose the letter of the correct answer.

1. An earthquake is caused by ______
A. cooling of the earth’s interior B. rotation of the earth on its axis
C. movement of the fault D. different layers of the earth
2. Along a reverse fault, blocks of land generally moves ______
A. side to side B. upward C. north D. downward
3. It results when two system of pulling forces is applied to an object.
A. normal fault B. reverse fault C. strike-slip fault D. oblique fault
4. After an earthquake, you noticed that railroad tracks were already misaligned.
What fault might be the cause of this earthquake?
A. strike-slip fault B. normal fault C. reverse fault D. oblique fault
5. Record shows that the West Valley Fault in Metro Manila has moved in 1658 and
is predicted to move anytime now. What should be the best thing to do to
prepare ourselves for this phenomenon?
A. move to other regions to avoid from it
B. build houses made of bricks
C. join earthquake awareness program and prepare survival kit
D. build house made of light materials to lessen the possible damage in case an
earthquake occur
N. Additional activities for
application and remediation.

V. REMARKS

VI. REFLECTION

H. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

I. No. of learners who required 0 out of 42 students

additional activities for
remediation

J. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

K. No. of learners who continue 0 out of 42 students

to require remediation

L. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

M. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

N. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

JANET A. PAGULAYAN EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8

I. OBJECTIVES
G. Content Standards
H. Performance Standards
I. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
E. References
5. Teacher’s Guide pages
6. Learner’s Material pages
F. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
O. Presenting examples/
instances of the new lesson.
P. Discussing new concepts and
practicing new skill #1.
Q. Developing mastery.
R. Finding practical applications
of concepts and skills in daily
living.
S. Making generalizations and
abstractions about the
lesson.
SECOND Quarter
Mrs. Emilyn V. Tusi
September 20, 2018
2:50-3:50 (8-DAISY)
Unit 2: Module 3: Earthquakes and Faults
The learners demonstrate an understanding of the relationship between
faults and earthquakes.
Make an emergency plan and prepare an emergency kit for use at home and
in school.
Code: S8ES-IIa-15
1. Define fault.
2. Differentiate the three types of faults using the fault model.
3. Enumerate ways to prepare for the Big One.
Fault
Fault is a break or fracture in the earth’s crust where significant movements
occur. Movement of faults results to earthquake.
1. Normal Fault – result of pulling force. The direction of the rocks/land
masses is downward.
2. Reverse Fault - result of pushing force. The direction of the rocks/land
masses is upward.
3. Strike –slip Fault – result of sideward opposite force. The direction of the
rock layers is sideward.
pp.115-122
Exploring Life Through Science pp.399-404
4 PICS 1 WORD
A E S L T P U F
Given the fault model, do the following:
1. Pull both ends of the fault model apart. Observe what happens to the middle
box.
2. This time push both ends together. Notice the effect on the middle box.
3. Try to move the ends of the boxes sideward in different direction. Observe the
appearance of the model.
Guide Questions:
1. What happens to the middle box as you pull both ends of the model?
2. When you push the boxes together, to what direction did the middle box move?
3. Are the lines in the top part of model still continuous?
4. What occurs when these faults move?
Let the students watch a documentary about the Big One. Ask studdents on how
they should prepare for it. (video presentation).
Present pictures of places where different types of faults are evident. Let the
students identify them.
Complete the concept map by filling in with the appropraite words.
 FAULT
types

force

movement

T. Evaluating learning. Choose the letter of the correct answer.

1. An earthquake is caused by ______
A. cooling of the earth’s interior B. rotation of the earth on its axis
C. movement of the fault D. different layers of the earth
2. Along a reverse fault, blocks of land generally moves ______
A. side to side B. upward C. north D. downward
3. It results when two system of pulling forces is applied to an object.
A. normal fault B. reverse fault C. strike-slip fault D. oblique fault
4. After an earthquake, you noticed that railroad tracks were already misaligned.
What fault might be the cause of this earthquake?
A. strike-slip fault B. normal fault C. reverse fault D. oblique fault
5. Record shows that the West Valley Fault in Metro Manila has moved in 1658 and
is predicted to move anytime now. What should be the best thing to do to
prepare ourselves for this phenomenon?
A. move to other regions to avoid from it
B. build houses made of bricks
C. join earthquake awareness program and prepare survival kit
D. build house made of light materials to lessen the possible damage in case an
earthquake occur
U. Additional activities for
application and remediation.

V. REMARKS

VI. REFLECTION

O. No. of learners who earned 46 out of 46 students

80% on the formative
assessment

P. No. of learners who required 0 out of 46 students

additional activities for
remediation

Q. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

R. No. of learners who continue 0 out of 46 students

to require remediation

S. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

T. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

U. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

EMILYN V. TUSI EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
 SECOND Quarter
Mrs. Bernadeth R. Diraya
September 20, 2018
3:50-4:50 (8-MAGNOLIA)
Unit 2: Module 3: Earthquakes and Faults

I. OBJECTIVES
J. Content Standards The learners demonstrate an understanding of the relationship between
faults and earthquakes.
K. Performance Standards Make an emergency plan and prepare an emergency kit for use at home and
in school.
L. Learning Competencies Code: S8ES-IIa-15
Specific Objectives 1. Define fault.
2. Differentiate the three types of faults using the fault model.
3. Enumerate ways to prepare for the Big One.
II. CONTENT
A. Subtopic Fault
B. Concepts Fault is a break or fracture in the earth’s crust where significant movements
occur. Movement of faults results to earthquake.
1. Normal Fault – result of pulling force. The direction of the rocks/land
masses is downward.
2. Reverse Fault - result of pushing force. The direction of the rocks/land
masses is upward.
3. Strike –slip Fault – result of sideward opposite force. The direction of the
rock layers is sideward.
III. LEARNING RESOURCES
G. References
7. Teacher’s Guide pages

8. Learner’s Material pages pp.115-122

H. Other Learning Resources Exploring Life Through Science pp.399-404

IV. PROCEDURES /LEARNING TASKS
V. Presenting examples/ 4 PICS 1 WORD
instances of the new lesson.

A E S L T P U F

W. Discussing new concepts and
practicing new skill #1.
X. Developing mastery.
Y. Finding practical applications
of concepts and skills in daily
living.
Given the fault model, do the following:
1. Pull both ends of the fault model apart. Observe what happens to the middle
box.
2. This time push both ends together. Notice the effect on the middle box.
3. Try to move the ends of the boxes sideward in different direction. Observe the
appearance of the model.
Guide Questions:
1. What happens to the middle box as you pull both ends of the model?
2. When you push the boxes together, to what direction did the middle box move?
3. Are the lines in the top part of model still continuous?
4. What occurs when these faults move?
Let the students watch a documentary about the Big One. Ask studdents on how
they should prepare for it. (video presentation).

Z. Making generalizations and Present pictures of places where different types of faults are evident. Let the
abstractions about the students identify them.
lesson.

Complete the concept map by filling in with the appropraite words.

 FAULT
types

force

movement

AA. Evaluating learning. Choose the letter of the correct answer.

1. An earthquake is caused by ______
A. cooling of the earth’s interior B. rotation of the earth on its axis
C. movement of the fault D. different layers of the earth
2. Along a reverse fault, blocks of land generally moves ______
A. side to side B. upward C. north D. downward
3. It results when two system of pulling forces is applied to an object.
A. normal fault B. reverse fault C. strike-slip fault D. oblique fault
4. After an earthquake, you noticed that railroad tracks were already misaligned.
What fault might be the cause of this earthquake?
A. strike-slip fault B. normal fault C. reverse fault D. oblique fault
5. Record shows that the West Valley Fault in Metro Manila has moved in 1658 and
is predicted to move anytime now. What should be the best thing to do to
prepare ourselves for this phenomenon?
A. move to other regions to avoid from it
B. build houses made of bricks
C. join earthquake awareness program and prepare survival kit
D. build house made of light materials to lessen the possible damage in case an
earthquake occur
BB. Additional activities for
application and remediation.

V. REMARKS

VI. REFLECTION

V. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

W. No. of learners who required 0 out of 42 students

additional activities for
remediation

X. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

Y. No. of learners who continue 0 out of 42 students

to require remediation

Z. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

AA. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

BB. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

BERNADETH R. DIRAYA EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8

I. OBJECTIVES
M. Content Standards
N. Performance Standards
O. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
I. References
9. Teacher’s Guide pages
10. Learner’s Material pages
J. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
CC. Presenting examples/
instances of the new lesson.
DD. Discussing new concepts and
practicing new skill #1.
EE. Developing mastery.
FF. Finding practical applications
of concepts and skills in daily
living.
GG. Making generalizations and
abstractions about the
lesson.
SECOND Quarter
Mrs. Corazon S. Altoveros
September 20, 2018
1:30-2:30 (8-TULIP)
Unit 2: Module 3: Earthquakes and Faults
The learners demonstrate an understanding of the relationship between
faults and earthquakes.
Make an emergency plan and prepare an emergency kit for use at home and
in school.
Code: S8ES-IIa-15
1. Define fault.
2. Differentiate the three types of faults using the fault model.
3. Enumerate ways to prepare for the Big One.
Fault
Fault is a break or fracture in the earth’s crust where significant movements
occur. Movement of faults results to earthquake.
1. Normal Fault – result of pulling force. The direction of the rocks/land
masses is downward.
2. Reverse Fault - result of pushing force. The direction of the rocks/land
masses is upward.
3. Strike –slip Fault – result of sideward opposite force. The direction of the
rock layers is sideward.
pp.115-122
Exploring Life Through Science pp.399-404
4 PICS 1 WORD
A E S L T P U F
Given the fault model, do the following:
1. Pull both ends of the fault model apart. Observe what happens to the middle
box.
2. This time push both ends together. Notice the effect on the middle box.
3. Try to move the ends of the boxes sideward in different direction. Observe the
appearance of the model.
Guide Questions:
1. What happens to the middle box as you pull both ends of the model?
2. When you push the boxes together, to what direction did the middle box move?
3. Are the lines in the top part of model still continuous?
4. What occurs when these faults move?
Let the students watch a documentary about the Big One. Ask studdents on how
they should prepare for it. (video presentation).
Present pictures of places where different types of faults are evident. Let the
students identify them.
Complete the concept map by filling in with the appropraite words.
 FAULT
types

force

movement

HH. Evaluating learning. Choose the letter of the correct answer.

1. An earthquake is caused by ______
A. cooling of the earth’s interior B. rotation of the earth on its axis
C. movement of the fault D. different layers of the earth
2. Along a reverse fault, blocks of land generally moves ______
A. side to side B. upward C. north D. downward
3. It results when two system of pulling forces is applied to an object.
A. normal fault B. reverse fault C. strike-slip fault D. oblique fault
4. After an earthquake, you noticed that railroad tracks were already misaligned.
What fault might be the cause of this earthquake?
A. strike-slip fault B. normal fault C. reverse fault D. oblique fault
5. Record shows that the West Valley Fault in Metro Manila has moved in 1658 and
is predicted to move anytime now. What should be the best thing to do to
prepare ourselves for this phenomenon?
A. move to other regions to avoid from it
B. build houses made of bricks
C. join earthquake awareness program and prepare survival kit
D. build house made of light materials to lessen the possible damage in case an
earthquake occur
II. Additional activities for
application and remediation.

V. REMARKS

VI. REFLECTION

CC. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

DD. No. of learners who required 0 out of 42 students

additional activities for
remediation

EE. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

FF. No. of learners who continue 0 out of 42 students

to require remediation

GG. Which of my teaching Use of hands-on activities and audio visual media.
strategies worked well? Why
did this work?

HH. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

II. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

CORAZON S. ALTOVEROS EMITERIO D. MACARUBBO

Teacher III Head, Science Department