School Grade Level 8

DAILY LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and Time Quarter 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page
The learners demonstrate an understanding of the relationship between faults and earthquakes.
The learners shall be able to: 1.) Participate in decision making on where to build structure based on knowledge of the location of active faults in the community; 2.) make
an emergency plan and prepare an emergency kit for use at home and in school.
S8ES-IIa-146
S8ES-IIa-15
 Describe the
 Describe the
appearance of Fault
appearance of Fault
 Expalin how fault is
 Expalin how fault is S8ES-IIa-16. S8ES-IIa-16. S8ES-IIa-16.
formed
formed Explain how tsunamis are Explain how tsunamis are Explain how tsunamis are
 Explain how faults generated generated generated
 Explain how faults
generate earthquakes
generate earthquakes
Explain why not all movement
 Explain why not all
along faults generate
movement along faults
earthquakes.
generate earthquakes
pp.125-127 pp.133-136 pp.133-136

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)portal
B. Other Learning Resource Fault model

IV. PROCEDURES
A. Reviewing previous lesson or Ask students to share their . Picture presentation on the
presenting the new lesson experiences about earthquake different effects of earthquake.
Let the students describe each

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
ENGAGE
D. Discussing new concepts and
practicing new skills # 1
EXPLORE
E. Discussing new concepts and
practicing new skills # 2
EXPLORE
F. Developing mastery
EXPLAIN
G. Finding practical application of
concepts and skills in daily living
ELABORATE
picture.
. Video on how earthquake
generates tsunamis
https://www.youtube.com/watch
?v=chbbiSCczB8
Divide the class into groups Activity 5: Tsunami
then LM pp. 133-135
Facilitate the Activity 4: Where
does an earthquake start.
Sharing of answers
Activity 4: Where does an
earthquake start?
Presentation of outputs Presentation of outputs
Video presentation showing the . Videos on the precautionary Ppt What to do before, during
Intensity sclale measure before, during and and after the earthquake.
https://www.youtube.com/ after an earthquake
watch?v=1U-
wGK577DI&list=PLaLpP50ifUE
gQP6KxYceJeEjQ0ePDQeuN&
index=2

H. Making generalizations and Lecture on the concepts about

abstractions about the lesson intensity and magnitude
ELABORATE https://www.youtube.com/
watch?v=GUDzZnsyot0
I. Evaluating learning Summative evaluation Formative assessment on
earthquake
J. Additional activities for application Let the student make an
or remediation informative brochure on
earthquake and tsunamis
V. REMARKS .
VI.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
 additional activities for
remediation who scored below
80%
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: ____________________ Checked by: _________________