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

DAILY LESSON PLAN

DLP No. 4 Teacher Lianne Marie C. Salazar Learning Area Science

Teaching Dates November 10, 2022/Thursday 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 the LC At the end of the lesson student should be able to:
code for each a. Describe what a fault is and how this fault related to earthquakes.
b. Explain how faults generate earthquakes.
c. Explain why not all movement long faults produces earthquakes.

II. CONTENT Module 1: Earthquakes and Fault

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: Science Teacher Guide pp. 115 - 122
2. Learner’s Material Pages: Science Learners Guide pp. 120 - 122
3. Textbook pages:
4. Additional Materials from Learning Resources (LR)
portal

B. Other Learning Resources:

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new Recall the appearance of fault
lesson
B. Establishing a purpose or presenting the new lesson Demonstrate activity in LM pp. 120-122

C. Presenting examples / instances of new lesson Ask the class about Michael Jackson’s famous moonwalk. Present a video of Michael
Jackson’s famous moonwalk. Ask Possible relationship of movement of the shoes and the
floor.
D. Discussing new concepts and practicing new skill #1 Answer the questions in LM pp. 122. (Explain each answer as what have been seen in the
activity)
E. Discussing new concepts and practicing new skills
#2

F. Developing mastery (Leads to Formative 1. What happened to the boxes as the rubber band is being pulled?
Assessment 3) 2. What happens to the house in relation to the position of the fault?
G. Finding practical applications of concepts and skills Applying your learning on the lesson presented, explain why not all movement along faults
of daily living produced earthquakes.
H. Making Generalizations and abstractions about The ground in the area of fault tends to remain not moving because of friction force between
lesson two opposing plates (boxes). As strong force (rubber band) shakes up he fault, the friction
(tape) can no longer hold up the plates (box) thus resulting to a slip in the plates creating a jerk
called Earthquakes.
I. Evaluating Learning Direction: Pair the given term according to your observation. Write your answer on the
number below.

Two box earthquakes

Tape shaking
As you pull the rubber bond fault
A crack on the ground____________frictional force
A sudden jolt______________opposing plates
J. Additional activities for application or remediation Bring to class the following materials: 2 plastic ruler, 1 bar of clay
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