GRADE 1 TO 12 School Ramon Avancena High School Grade Level 8

DAILY LESSON PLAN

Teacher Lianne Marie C. Salazar Learning Area Science
DLP No. 2
Teaching Dates November 8, 2022/Tuesday Quarter 2nd

Day:
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the relationship between faults
and earthquakes.
B. Performance Standards The learners should be able to:
a. participate in decision making on where to build structures based
on knowledge of the location of active faults in the community.
b. make an emergency plan and prepare an emergency kit for use at
home and in school.
C. Learning Competencies/Objectives Write At the end of the lesson student should be able to:
the LC code for each a. Describe the appearance of a fault and
b. Explain how a fault forms

II. CONTENT Module 1: Earthquakes and Fault

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: Science Teacher Guide pp. 47
2. Learner’s Material Pages: Science Learners Guide pp. 116 - 118
3. Textbook pages:
4. Additional Materials from Learning Google.com
Resources (LR) portal
B. Other Learning Resources:
IV. PROCEDURE
A. Reviewing previous lesson or presenting Why do earthquake occur? What is the relationship between earthquakes
the new lesson and faults?
B. Establishing a purpose or presenting the Earthquakes are associated with faults. When a fault suddenly moves, an
new lesson earthquake occurs. Do you know what a fault is? Let’s do this activity to
find out: Demonstrate activity in LM pp. 116-118 on A fault-y setup.
C. Presenting examples / instances of new What do you think is this picture?
lesson

D. Discussing new concepts and practicing
new skill #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (Leads to Formative
Let’s find out if your answer is correct as we go along with our lesson.
A fault is a fracture or zone of fractures between two blocks of rock. Faults
allow the blocks to move relative to each other. This movement may occur
rapidly, in the form of an earthquake - or may occur slowly, in the form of
creep. Faults may range in length from a few millimeters to thousands of
kilometers. Most faults produce repeated displacements over geologic time.
1. What the happed to the pile of sand when you moved the sheets
 Assessment 3)
G. Finding practical applications of concepts
and skills of daily living
H. Making Generalizations and abstractions
about lesson
slowly into the opposite direction?
2. As you moved the sheets, what formed in the sand?
Picture Analysis: Analyze and explain the picture applying your idea of
faulting

I. Evaluating Learning Complete the paragraph by filling up the blanks with the correct words.
A ___1_____ is a fracture or zone of fractures between two blocks
of___2___. Faults allow the blocks to move relative to each other. This
____3______may occur rapidly, in the form of a ______4_____- or may
occur slowly, in the form of creep. Faults may range in length from a few
millimeters to thousands of kilometers. Most faults produce repeated
______5____over geologic time.

(1.Fault; 2. rock;3. movement; 4. earthquake; 5. displacement)

J. Additional activities for application or
remediation
V. Remarks
IV. Reflection
Sections 8-1 8-2 8-3 8-4 8-5
A. No. of learners who earned 80% on a
formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learners who 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 works?
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 teacher