DAILY
School CAMP VICENTE LIM I.S
LESSON LOG
I. WEEKLY OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Textbook Pages
2. Learner's Materials
3. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A.Reviewing yesterday's Lesson
or Presenting the new Lesson
( ELICIT) Inquiry Based
B. Establishing a purpose for the
lesson (ENGAGE - Integration of
ICT)
C. Presenting Examples/
instances of the new lesson
(ENGAGE)
Grade
8
Level
Learning
Teacher MARICEL R. FERNANDEZ SCIENCE
Area
NOVEMBER 15, 2022
(TUESDAY)
9:30 – 10:30 (Heisenberg)
10:30 – 11:30 (Mendeleev)
NOVEMBER 16, 2022
Teaching Dates and (WEDNESDAY)
Time Quarter SECOND
6:15 – 7:15 (Feynman)
7:15 – 8:15 (Gilbert))
NOVEMBER 17, 2022
(THURSDAY)
7:15 – 8:15 (Eddington)
9:30 – 10:30 (Drake)
Demonstrate an understanding of the relationship between faults and
earthquakes.
Participate in a decision making on where to build structures based on knowledge
of the location of active faults in the community.
Use models and illustrations, explain how movements how movements along fault
By the end of class, students should be able to:
1. Identify an active and inactive faults
2. Describe the situations happening in different intensity/magnitude By the end
of class, students should be able to:
ACTIVE and INACTIVE FAULTS
INTENSITY and MAGNITUDE
Science 8 Teacher’s Guide pp. 67 – 72
Science 8 Learner’s Material pp. 128– 130
 Science Link module pp. 110 – 113
https://earthquake.usgs.gov/learn/topics/mag_vs_int.php
https://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Monitoring-
Earthquakes/Other-earthquake-questions/What-is-the-difference-between-
Magnitude-and-Intensity
FACT or BLUFF
Tell whether the following terms/ideas can be associated to FAULT
1. Broken line 4. moving
2. Fracture on earth’ crust 5. Dip/slip fault
3. Not moving/fixed
Present a Map of the Philippines showing the active and inactive fault in the
country.
Let the students use their ACTIVE and INACTIVE placards to identify whether the
presented faults are active or inactive
What do you think will happen to a place/country situated on or near active faults?
How earthquakes from active faults can be measured?
Present the Modified Mercalli Scale and Corresponding Ritcher Scale

D. Discussing new concepts and
practicing new skills #1
( Leads to Formative Assessment #1)
(EXPLORE –Collaborative Activity)
E. Developing Mastery
(EXPLAIN- Communication Skill will
be used)
F. Finding practical application of
concepts and skill in Daily Living
(ELABORATE)
G. Making generalization and
abstraction about the lesson
(ELABORATE)
H. Evaluating Learning
(EVALUATE- Critical Thinking
skill will be assessed)
I. Additional Activities for
Application or Remediation
(EXTEND – Reflective)
V. REMARKS
VI. REFLECTIONS
A. No of learners who earned 80%
of the evaluation
B. No of learners who require
additional activities for evaluation
C. Did the remedial lesson work? No
of learners who caught up with the
lessons
D. No of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
Each group will be given different activities about earthquake’s intensity.
GROUP 1 – will poetically present intensity I and II in form of a poem
GROUP 2 – will musically present intensity III and IV in form of a song.
GROUP 3 – will creatively present intensity V and VI in form of a
illustration/drawing
GROUP 4 – will dramatically present intensity VII and VIII in a form of
dramatization
GROUP 5 – will dramatically present intensity IX and X in a form of dramatization
Each group will present their output to the class.
What are the two methods that can be used to measure the characteristics and
strength of an earthquake?
Differentiate INTENSITY and MAGNITUDE
The teacher will process the answers of the students.
Present a video clip showing the different scenario of Earthquakes in terms of
Magnitude and Intensity.
Describe the different scenarios shown in the video.
Give precautionary measures that should be observe when there is an
Earthquake.
How intensity and magnitude related?
Multiple Choices: Choose the letter of the correct answer.
1. Which of the following describes the build-up and release of stress during an
earthquake?
A. the Modified Mercalli Scale
B. the elastic rebound theory
C. the principle of superposition
D. the travel time difference
2. Which of the following measures an earthquake's intensity based on the observed
effects on people and structures?
A. Richter scale
B. Modified Mercalli scale
C. the Centigrade scale
D. the moment magnitude scale
3. Tremendous damage along with huge destruction of buildings can take place at a scale
of
A. 5 B. 6 C. 7 D. 8-10
4. You are eating dinner when the lamp above the table begins to swing. After a few
seconds it stops. According to the Mercalli scale, how strong was the earthquake you felt?
A. magnitude 2 B. magnitude 4 C. magnitude 6 D. magnitude 8
5. Once the elastic limit of rocks is passed, they break and move along surfaces called _
A. fault B. strains C. earthquakes D. stresses
Make a simple brochure; “ All About Earthquake”
which my principal/supervisor can
help me to solve?

Prepared by:

MARICEL R. FERNANDEZ
Teacher II

Checked by: Reviewed by: Noted by:

ANTONIO A. BULAON JR. MIRASOL Q. DOMINGO, EdD MILDRED M. DE LEON

Master Teacher I Head Teacher III Principal III