Teacher Grade Level 7

GRADE SEVEN Learning Area Science

DAILY LESSON LOG Teaching Dates and Quarter Second
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards Demonstrate an Demonstrate an Demonstrate an Demonstrate an Demonstrate an
understanding of the understanding of the understanding of the understanding of the understanding of the
relationship between relationship between relationship between relationship between relationship between
faults and earthquakes faults and earthquakes faults and earthquakes faults and earthquakes faults and earthquakes
b. Performance Participate in decision Participate in decision Participate in decision Participate in decision
Standards making on where to making on where to making on where to making on where to
Differentiate the 2.1
build structures based build structures based build structures based build structures based
epicenter of an
on knowledge of the on knowledge of the on knowledge of the on knowledge of the
earthquake from its
location of active location of active location of active location of active
focus;
faults in the faults in the faults in the faults in the
community community community community
c. Learning Explain how movements Explain how movements Using models or Demonstrate how
Competencies/ along faults generate along faults generate illustrations, explain how underwater earthquakes
earthquakes. earthquakes movements along faults generate tsunami.
Objectives
S8ES-IIb- 16 S8ES-IIb- 16 generate earthquake. S8ES-IIc-17
S8ES-IIc- 17
1. Describe the 1. Identify the effect of 1. Explain how
appearance of a bending of rocks along tsunamis are
fault and faults and generated
2. Relate fault 2. Infer why tsunamis
2. Explain how a fault
movement and do not always occur
forms earthquake
even when there is
an earthquake.

II. CONTENT
Module I:
 EARTHQUAKES AND
FAULTS
1.1 Active and Inactive
Faults
III. LEARNING
RESOURCES
a. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous If you recall, it was Why do earthquake Recall the Map of
lesson or presenting mentioned in Grade 7 occur? Distribution of Active
that the Philippines is What is the relationship Why not all movement Faults and Trenches in
the new lesson located along the Ring between earthquakes along faults produce the Philippines
of Fire, How does this and faults? earthquake?
affect us?
B. Establishing a On July. 1990, a strong Earthquakes are Using the given Do activity on Tsunami
purpose for the earthquake hit Luzon. associated with faults. materials and following in LM pp.133-134.
Have you heard about When a fault suddenly the procedures you
lesson it? Maybe not, because moves, an earthquake should be able to
it happened before you occurs. Do you know simulate how rocks bend
were born. But if your what a fault is? Let’s do along a fault.
parents are from Luzon, this activity to find out: Demonstrate activity in
they surely know about Demonstrate activity in LM pp. 122-124 on Stick
the earthquake. It is LM pp. 116-118 on A ‘n’ shake
possible that they were fault-y setup.
even affected by it.
C. Presenting Article Reading What do you think is this Are you familiar with Video presentation:
examples/instances Earthquake wreaks picture? Pilita Corales (Asia’s JAPAN TSUNAMI
havoc in the queen of song)? How 2011(you tube.com)
of the new lesson Philippines does she sing? Can you
More than 1,000 do the same thing she
people are killed when a does? Let us now go
7.7-magnitude further with our lesson
earthquake strikes and discover how Pilita’s
Luzon Island in the style of singing relates
Philippines on this day in to our lesson.
1990. The massive
tremor wreaked havoc
across a sizeable
portion of Luzon, the
country’s largest island,
with Baguio City
suffering the most
devastating effects.
The epicenter of the
quake, which struck at
4:26 p.m., was north of
Manila in the Nueva
Ecija province. Reports
indicate that the shaking
went on for nearly a full
minute. Collapsing
buildings were the main
cause of damage and
death. Getting out of a
multi-story building was
a good safety precaution
that afternoon, although
many people were
injured and a few even
died in stampedes of
others doing the same
thing.
At Christian College,
a six-story building
completely collapsed,
trapping approximately
250 students and
teachers inside. Heroic
rescue efforts saved
many, but some victims
who did not die in the
collapse were found
dead later from
dehydration because
they were not pulled out
in time.
 All types of buildings,
including several resort
hotels in Baguio, known
as the Philippines’
Summer Capital,
suffered tremendous
damage. Most of the
city’s 100,000 residents
slept outdoors that
evening and during the
following week, afraid to
return to their homes
amid the frequent
aftershocks. For days,
workers pulled bodies
from the demolished
buildings in Baguio. The
best estimate is that
1,000 bodies were
eventually recovered. At
least another 1,000
people suffered serious
injuries. Rescue efforts
were hampered severely
because the three main
roads into the city were
blocked by landslides.
Hundreds of motorists
were stranded on the
roads as well. Outside of
Baguio, a chemical
factory fire also caused
terrible damage. The
Tuba gold and copper
mine in the area lost 30
workers when a mine
collapsed.
Baguio, sitting on at
least seven fault lines, is
now listed as one of the
most risk-prone cities in
Asia. In addition to the
risk of earthquakes, the
area’s high annual
rainfall increases the
 likelihood of deadly
landslides.
American military
personnel stationed in
the Philippine
archipelago took part in
the relief effort. The area
was revisited by disaster
less than a year later
when Mount Pinatubo
erupted. Some
geologists believe the
two events were
connected.
D. Discussion of new Watch a video about the
concepts and 2013 Earthquake in
Bohol and Cebu. See
practicing new skills the attached video file
#1
name LG1 Video1
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery
(Leads to Formative
1. Where is the
Assessment 3)
epicenter of the
earthquake?
2. How many individuals
are affected by the
earthquakes?
3. Discuss how
devastating a 7.7
intensity earthquake is.
G. Finding Practical Role Playing
applications of Directions: Make a 2 -3
minute role playing act
concepts and skills in showing what people do
daily living when earthquake
The activity you just Based on the activity
performed simulates made, answer questions
Let’s find out if your
how rocks bend along a on LM pp. 134 -135.
answer is correct as we
fault. Think of a ruler as
go along with our
if they were put of the
lesson.
ground, how can you
figured it?
How are earthquake
related to tsunami?
1. What happened to 1. What happens when 1. What was formed in
the pile of sand the bending becomes the water by the
when you moved the too much? sudden push of the
2. What is the effect of
sheets plastic panel?
bending of rocks along
slowly into opposite fault? 2. How was the water
direction? 1. level by the rock
2. As you move the affected by the
sheets, what formed in
wave?
the sand? 3. What does the water
represent? What
about the rock? the
plastic panel?
Picture analysis: Earthquakes can Since fault, earthquake
happen anytime, and tsunamis are
anywhere. They’ve all interrelated, when you
occurred where there are near the sea and
has been frequent you feel a strong
 strikes. activity in the past and earthquake, treat that as
where there will be a warning signal. Run to
frequent activity in the the highest place you
future. can find, or if you have a
vehicle, evacuate inland.
John Minsch

Analyze and explain the

picture applying your
idea of faulting.
H. Making A fault is a fracture or Earthquakes occur A tsunami is a series of
generalizations and zone of fractures on faults. A fault is a thin ocean waves generated
between two blocks of zone of crushed rock by sudden
abstractions about rock. Faults allow the separating blocks of the displacements in the sea
the lesson An Earthquake is a blocks to move relative earth's crust. When floor, landslides, or
sudden movement of the to each other. This an earthquake occurs on volcanic activity. In the
earth's crust caused by movement may occur one of these faults, the deep ocean, the tsunami
the release of stress rapidly, in the form of an rock on one side of wave may only be a few
accumulated along earthquake - or may the fault slips with inches high. The
geologic faults or by occur slowly, in the form respect to the other. tsunami wave may come
volcanic activity which of creep. Faults may gently ashore or may
can result to destruction range in length from a increase in height to
of properties and the few millimeters to become a fast moving
loss of many lives. thousands of kilometers. wall of turbulent water
Most faults produce several meters high.
repeated displacements
over geologic time.
I. Evaluating learning Directions: ¼ sheet of Complete the In not more than 5 Choose the correct
paper answer the paragraph by filling up sentences, differentiate word(s) from the
question below the blanks with the fault movement from box associated with
correct words. earthquake.
the given statement
 What is fault? A ___1_____ is
a fracture or zone of below.
fractures between two
blocks of___2___. Tsunami tidal wave wavelength
Faults allow the blocks phenomenon coast
to move relative to each
other. This
____3______may occur
rapidly, in the form of a
______4_____- or may
 1. The shore of a
sea or ocean
(coast)
2. Any state or
process known
through the
senses
(Phenomenon)
3. An unusual (and
often
occur slowly, in the form
of creep. Faults may destructive) rise
range in length from a of water along
few millimeters to the seashore
thousands of kilometers. caused by a
Most faults produce storm or a
repeated combination of
______5____over
wind and high
geologic time. (1.Fault;
2. rock;3. movement; 4. tide (Tidal
earthquake; 5. Wave)
displacement) 4. On reaching the
coast, it slows
down and its
__________ de
creases
(wavelength)
The term __________
(harbor wave) comes
from Japan, where the
phenomenon frequently
occurs (‘tsunami’)
J. Additional Activities Cut or copy 1
for application of newspaper clippings
about Earthquakes that
remediation happens in
CALABARZON Area.
You can also get your
news item from the
internet
I. REMARKS
II. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
 you can ask them relevant questions
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 remedial lessons
work? No. of learners
who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?