Region XI Grade Level 8

GRADE 8
HONEY GRACE L. JORGEO
DAILY Teacher Learning Area Science 8
LESSON October 03, 10:00 AM –
PLAN Teaching Dates and 2022 11:00 AM
Quarter 2nd Quarter
Time

Session 1
I. OBJECTIVES

A. Content Standards The learner demonstrates an understanding of the relationship between faults and earthquakes.

B. Performance The learners should be able to participate in decision making on where to build structures based
Standards on knowledge of the location of active faults in the community.
C. Learning Competencies/
Objectives Explain how movements along faults generate earthquakes. (S8ES-IIa-14)
(Write the LC code for
each)
C.1
Learning Objectives
At the end of the lesson, the students are expected to:
a) explain how movements along faults generate earthquakes;
b) describe the three different types of faults;
c) establish a sense of responsibility and preparedness during an earthquake.

II. CONTENT
A. TOPIC
Module 1: Earthquakes and Faults
Lesson 1: EARTHQUAKE AND FAULTS (Introduction)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
a. LG pp. 115-122
2. Learner’s Materials
pages
a. Science 8 Self-Learning Module – Quarter 2: Module 1: Earthquake and Faults

a. Science 8 Learner’s Module, pp. 115-127

3. Textbook pages
b. Science for the 21st Century Learner 8, pp. 180-195
4. Additional Materials
from Learning Resource
(LR portal)

A. Other Learning https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake

Resources https://www.bgs.ac.uk/discovering-geology/earth-hazards/earthquakes/

IV. PROCEDURES
A. Reviewing previous lesson or ELICIT (Activating Prior Knowledge)
presenting the new lesson.
 “Crash the Aliens”

 Have the students recall the previous lesson all about the earthquakes and
faults by conducting a game/activity called “Crash the Aliens.”
 In this game/activity, the student will be grouped into four (4 groups)
according to their interests, learning styles and skills.
 The students will be asked to reveal the hidden terms through crashing the
aliens in a form of a letter. The aliens are letters x, y and z. The terms that
 will be revealed will be the terms that will be encountered in the new lesson.

Sample words:
a. xyfxxayuzlzt b. fxyozzcxyuysz c. xxepxyicexynztxerzxy
d. xxezayrtxyzhyqzuzzake e. xyfxxayuzlzt f. xlyiznxe

 Follow-up questions:
1. Have you experienced an earthquake? What did you do?
2. Have you ever wondered what really causes the earth to quake?
3. What are the possible things that might happen to earth’s crust if there is
a series of shaking?
4. Have you remembered what faults are?
5. Do you know that there are different types of faults?

B. Establishing a purpose for ENGAGE (Focus on the Topic)

the lesson
 “Fault-y Setup”

After performing this activity, the students will be able to:

C. Presenting examples/
instances of the new lesson 1. Describe the appearance of a fault; and
2. Explain how a fault forms.

Materials: Folders, ruler, fine sand, used manila paper

Procedure:

1. With the same set of groups, students will be provided by learning

materials prepared by the teacher.
2. Spread the used manila paper on the table or floor. Do the activity on the
used manila paper.
3. Arrange the two sheets of folder edge to edge.
4. Pour sand along the boundary of the two sheets.
5. With the ruler, flatten the top of the sand and make two parallel lines.
6. Now move the sheets slowly sliding each other.

Guide Questions: a. As you move the sheets, what is formed in the sand?
b. What happened to the lines?

The following rubrics will be used to for scoring the groups’ presentation:

The teacher will call one representative from each group to share the group’s answer to the
questions in the activity. After all the groups have shared their answer, the teacher will do the
processing of the activity.

 Unlocking of Vocabulary/ Key Terms (English > Tagalog > Mother Tongue >
International Language) :

EARTHQUAKE > LINDOL > LINOG > TERREMOTO (Spanish)

SHAKING > PAGKALOG > PAGKUROG > YURERO (Japanese)
 MOVEMENT > PAGGALAW > PAGLIHOK > UMJIG-IM (Korean)
LINE > LINYA > LINYA > XIAN (Chinese)

D. Discussing new EXPLORE (Provide Common Experience)

concepts and practicing new
skills  “Where Will I Live?”
#1
 The groupings from before will retain.
 The teacher will give activity sheets to the groups. The students will then
A. analyze the figure shown in the given activity sheet to help them decide on the
B. safest city they want to reside and answer the guide questions.
C.
 The students are given 5 minutes to finish the activity. Afterwards, a reporter
D.
E. Discussing new from each group will present their output to the class.
concepts and practicing new  Each group will be rated using the rubric below:
skills
#2

(See attachment for the activity sheet.)

F. Developing mastery EXPLAIN (Discussion/ Analysis)

(Leads to Formative
Assessment) A. Group Presentation/Demonstration
B. Teacher’s Input:
 The teacher will check the misconceptions that came up in each group’s
presentation.
 The teacher will further explain and describe the earthquake as a whole.
 The teacher will then elicit responses from the learners by asking questions:
 What is a fault? How is it related to the sudden shaking of the earth?
 How do you call the sudden shaking of the ground?
 How is earthquake generated?
 You have witnessed the effects of earthquake from various news media,
how will you use your learnings today in protecting yourselves and
loved ones?

G. Finding practical applications ELABORATE (Applying and Making Use of Information)

of concepts and skills in daily
living  Learning Station Activity

 In this part of the lesson, the teacher prepared four different activities for each
four (4) different groups. The activities prepared embody the theory of Dr.
Howard Gardner’s Multiple Intelligences that proposes the differentiation of
human intelligence into specific modalities.
 Each group are tasked to go their assigned learning station and accomplish the
given specific activity.
 Each group is given 3-minutes to prepare.
 Activities are:
a. Poem Crafting (Verbal-Linguistic; Word Smart)
b. News Reporting (Bodily Kinesthetic; Body Smart)
c. Jingle Writing (Musical; Music Smart)
d. Draw and Fill your Emergency Kit (Visual-Spatial; Picture Smart)

 Rubrics: Content 20 pts

Relevance 20 pts
Creativity 10 pts
Teamwork 10 pts

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
60 pts
Integration of the topic across subject area:
a. VALUES/ ESP
b. Disaster Risk Reduction Subject
EVALUATE (Measuring Learning)
 Short Quiz
 In a one-fourth sheet of paper, students will have to fill in the blanks with the correct
term to complete the statements given.
(See attachment for the questions.)
EXTEND (Deepening Understanding in New Content)

 Research and study in advance of the following scales used by the Philippine Institute
Volcanology and Seismology (PHIVOLCS) in describing the intensity of earthquakes
in the Philippines.
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
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 share with
other teachers?

Prepared by:

HONEY GRACE L. JORGEO

Teacher I

Checked and Observed by:

_________________________
HT II / SIC

Attachment A

“WHERE WILL I LIVE?”

Directions: Analyze the figure below to help you decide on the safest city you want to
reside. Write your answers on a separate sheet of paper.

Questions:

1.Which cities are along the normal fault?

___________________
2.In which city is the safest place to build a house?
___________________
3.Why did you choose that city?
__________________________________________________________
__________________________________________________________
__________________________________________________________
_____________________________________________________
Attachment B

EVALUATION: Short Quiz

Directions: Fill in the blanks with the correct term to complete the
statements. Write your answers on a separate sheet of paper.

1.______________ faults form when the hanging wall drops down.

2.______________ faults form when the hanging wall moves up.
3.______________ faults have walls that move sideways, not up or down.
4.______________ is the shaking of the surface of the Earth resulting from
the sudden release of energy in the lithosphere.
5.______________ are thin zones of crushed blocks of rocks. These are often in
centimeters to thousands of kilometers long.