Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office of Caloocan City
BAGONG SILANG HIGH SCHOOL
Detailed Lesson Plan
GRADE LEVEL 8 QUARTER/DOMAIN WEEK &DAY NO. PAGE NO. 1
WEEK 3
2nd QUARTER/Earth
Science
Teacher Angelene M. Sumait Checked by Dr. Rowena S. Navidad Date: November24, 2022
Teacher II MT III, Science

Ph. 3 Bagong Silang Caloocan City

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the relationship between
faults and earthquakes.

B. Performance Standards The learners will participate in decision making on where

to build structures based on knowledge of the location of
active faults in the community.
C. Learning MOST ESSENTIAL LEARNING COMPETENCIES
Competencies/Objectives 1. Differentiate epicenter of an earthquake from its focus;
a. Write the LC Code for 2. Intensity of an earthquake from its magnitude; and
each 3. Active and inactive faults (S8ES-IIa-15)
Learning Objectives:
 Describe an earthquake in terms of its intensity and magnitude.
 Design a disaster emergency preparedness plan and kit.
 Prepare oneself to reduce risk brought about by an earthquake by being aware of
Earthquake preparedness.
CONTENT SHAKE AND EXPLORE (The Relationship Between Faults and Earthquakes)
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 99-102
2. Learner’s Guide pages 103-107
3. Textbook pages
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning PHIVOLCS MAP on distribution of Active Faults and Trenches in the Philippines
Resources google com.ph
https://www.usgs.gov/faqs/what-relationship-between-faults-and-earthquakes-what-
happens-fault-when-earthquake-occurs#:
III. PROCEDURES
A. Reviewing previous Preliminary Activities: Prayer, Checking of Attendance, Mood Temperature
lesson or presenting the
new lesson PPST Indicator 5: Maintain learning environments that promote fairness, respect and care
to encourage learning
Getting ready by asking how do they feel to set their mood for learning

B. Establishing a purpose Elicit: Assess prior knowledge through answering the pretest.
for the lesson
 Students will answer the Looking Back activity to recall important information about
Faults:

From your previous Gr 8 Science recall concepts related to Genetics.

Applied knowledge of concepts across curriculum teaching areas (PPST Indicator 1)

Perennialism Approach was done where learner’s prior knowledge about the concept of
Faults was done.
C. Presenting Engage: The students will ask about Michael Jackson’s
examples/instances of famous moonwalk. They will
the new lesson be ask to dance the moonwalk and give the possible
relationship of the movement of shoes and the floor.
PPST Indicator 5: maintain learning environment that
promote fairness,
respect and care to encourage learning
 PPST indicator objective 1: Applied knowledge of content across curriculum teaching
areas: Integration to PE: Dancing the famous moonwalk dance of Michael Jackson
Indicator 7: Maintained learning environments that nurture and inspire learners to
participate, cooperate, and collaborate in a continued learning.

The use Integrative Learning was done by letting the learners do the famous moonwalk
Dance and relate it to the relationship between earthquakes and faults.

Indicator 8: Applied a range of successful strategies that maintain learning environments

that motivate learners to work productively by assuming responsibility for their
own learning.
PPST indicator objective 1: Applied knowledge of content across curriculum teaching areas:
Integration to AP: Identifying location
Constructivist Approach was done to enable learners answer Guide Questions about focus
and epicenter

D. Discussing new concepts Explore: The students will ask to simulate an earthquake by doing Activity 2.
 and practicing new skills Indicator 4: Establish safe and secure learning environments to enhance learning through
#1 the consistent implementation of policies, guidelines and procedures

PPST indicator objective 1: Applied knowledge of content across curriculum teaching areas:
Integration to Mathematics: measuring the magnitude of an earthquake.
Indicator 2: Use a range of teaching strategies that enhance learner achievement in literacy
and numeracy skill

Inquiry Based Approach was employed to enable learners to differentiate magnitude

from Intensity

Progressivism approach was done where learners find out how to simulate an earthquake
and measure magnitude by doing the activity 2.

E. Discussing new concept Explain:

and practicing new skills
#2
PPST indicator objective 1: Applied knowledge of content across curriculum teaching
areas: Integration to English: Reading Comprehension/ Cause and Effect
PPST Indicator, Objective 2: Display proficient use of Mother Tongue, Filipino and English to
facilitate teaching and learning.

Indicator 3: Use effective verbal and non-verbal classroom communication strategies to

support learner understanding, participation, engagement and achievement
F. Developing mastery
(leads to Formative
Assessment3

G. Finding practical Elaborate: Let the learners study the map and find out where they live.
applications of concepts
and skills in daily living
Study the map and find out where
you live. Is there an active
fault passing by your town,
province, or region? If so, are you
and your family prepared for the
occurrence of an earthquake?
Study the map and find out where
you live. Is there an active
fault passing by your town,
province, or region? If so, are you
and your family prepared for the
occurrence of an earthquake?
 Study the map and find out where
you live. Is there an active
fault passing by your town,
province, or region? If so, are you
and your family prepared for the
occurrence of an earthquake?
Study the map and find out where
you live. Is there an active
H. Making generalizations fault passing by your town,
and abstractions about
the lesson province, or region? If so, are you
and your family prepared for the
occurrence of an earthquake?
Study the map and find out where you live. Is there an active fault passing by your
town or region? If so, are you and your family are prepared for the occurrence of an
earthquake?
PPST indicator objective 4: Used effective verbal and non-verbal classroom
communication strategies to support learner, understanding, participation,
engagement and achievement
In doing the different activities, can you give the importance of knowing the active faults in
your area?
PPST Indicator 4. Establish safe and secure learning environments to enhance learning
through the consistent implementation of policies, guidelines and procedures
 PPST indicator objective 1: Applied knowledge of content across curriculum teaching areas:
Integration to AP: Reading and using maps
PPST Indicator 4. Establish safe and secure learning environments to enhance learning
through the consistent implementation of policies, guidelines and procedures

The use of Cooperative Learning was done by letting the learners by group identify the
location of active faults using the map.

I. Evaluating learning Activity: “Check Your Understanding”

Instruction: The learners will label the earthquake diagram that the teacher
will send via messenger.
 To check if they learned something, students will answer the following:

J. Additional activities for Extend:

application or
remediation

PPST

indicator objective 1: Applied knowledge of content across curriculum teaching

areas: Integration to ESP: Safety during earthquake
Behaviorism Approach was done to help the students understand the importance of
earthquake preparedness

Assignment
The students will be ask to design their own emergency tool plan and kit
IV. REMARKS
 V. REFLECTION
A. A No, of learners who earned 80% 25
in the evaluation
B. No. of learners who require 5
additional activities for
remediation
C. Did the remedial lessons work? Yes. The remedial lesson worked.
No. of learners who have caught
up with the lesson 5
D. No. of learners who continue to none
require remediation
E. Which of my teaching strategies Small Group Discussion thoroughly guided by the teacher
worked well? Why did these work?
F. What difficulties did I encounter Internet connectivity and printing of additional Instructional Materials
which my principal or supervisor
can help me solve?
G. What innovation or localized The making of ppt video with voice over for learners to understand the lesson at their own
materials did I use/discover which I
wish to share with other teachers? pace.
Prepared by:

Angelene M. Sumait
Teacher II, Science

Checked by:
Dr. Rowena S. Navidad
MT III, Science

Signed by:
Marissa B. Feliciano, Ph.D.
Principal IV, BSHS