School Grade Level 8

Pre- Service Learning

GRADE 8 SCIENCE
Teacher Area
DAILY
LESSON PLAN Teaching Date Quarter SECOND

I. Objectives
1. Content standard:
a. Demonstrate an understanding of the relationship between faults and earthquakes.
2. Performance Standard:
a. Makes an emergency plan and prepare an emergency kit for use at home and in school
3. Learning Competencies/Objectives:
The students should be able how to differentiate the epicentre of an earthquake
from its focus; intensity of an earthquake from its magnitude; active and inactive
faults; (S8ES-IIa-1)

Specific Objectives:
a. Define magnitude and intensity;
b. Investigate the strength between intensity and magnitude impact; and
c. Write down examples of the strength and effect of an earthquake.
II. Content
1.5 Earthquake Intensity and Magnitude

II. Subject matter

A. References
a. Topic: INTENSITY OF AN EARTHQUAKE FROM ITS MAGNITUDE
b. Reference: Unit 2. Module 1 EARTHQUAKES AND FAULTS. Bonilla, Kris
Anne Mae Y. Sept 2014. pp. 38 - 44
c. Materials: PowerPoint presentation, Board and Marker

III. Procedures
Teacher’s Activity Students Activity

A. Preliminaries

1. Routine
May I ask everyone to please stand, God our father be with us today, as we are
Mr. Marry Ann, can you please lead the living together. Loving you and each other
prayer. and learning in Christ to follow your way,
we make our prayer through Christ our Lord
Amen.
 Good morning, Class! Good morning, Sir!

Before taking your seats, please make

sure that no litters are on and under your (Students will seat)
chairs.

Now class, who among your classmates

is absent? Miss. Karen who is absent
today? “No one, Sir.”

Okay, very good!

ELICIT
B. Reviewing previous lesson or
presenting the new lesson
The teacher will set up the PowerPoint
presentation on tv.
I will ask them if they have any idea what
their thoughts on the flashed PowerPoint.

Ask the students a question.

Sir, as what I remembered- it is how
Can anyone stand and give an idea what earthquake impact measured.
is magnitude?

Alright! How about an intensity? Sir, ah—a intensity is how strong the
impact.
That is right. I am so glad that you are
familiar with these terms.

ENGAGE
C. Establishing a purpose for the lesson
The teacher will draw on the board of an
illustration of plate tectonic and will place an
arrow on every part of it and will let the
students label where is the epicenter,
hypocenter, fault lane, and trace of fault.

Before we begin our discussion, I prepared

 a quick activity for everyone. I want to know
if everyone is familiar on how earthquake
start using a model that drawn at the board.
Yes. Sir! (Everyone)
Now is anyone wants to come in
front and label where is the epicenter.

Very good! Next can you show us where

is the trace of fault? One student will come forward to write the
answer.
Very good! Next is the hypocenter and
fault lane. One student will come forward to write the
answer.
D. Presenting examples/ instances
of the lesson One student will come forward to write the
answer.
Guide Questions:
I will place three questions on the board to
initiate the discussion using “Think and Share.

Does anyone have an any idea what is

magnitude?

Very good! Give an example of magnitude

and how strong it is and what will be the Sir. Magnitude is a measure of earthquake
impact? size and remains unchanged with distance
from the earthquake. sir!
That is right! 7.4 magnitude can destroy
what? Sir. Magnitude 7.4. It is devastating or
strong that everyone can notice and can feel
Very good everyone. What about the it.
intensity?

(everyone) Sir. Buildings, houses, and

bridges.

Anyone who wants to read the Intensity, however, describes the degree of
presentation? shaking caused by an earthquake at a given
place and decreases with distance from the

EXPLORE
E. Discussing new concepts and
practicing new skills #1
Teachers will show random pictures of
earthquake aftermath then student will try to
guess what was the intensity impact.
Picture #1. So, what do you think was
the intensity impact?
You can see on the picture that
everything displayed at wall what?
That is right! The intensity would be
VI because everything was fell on the
ground.
earthquake epicenter.
Most faults in the Earth’s crust don’t move
for a long time. But in some cases, the rock
on either side of a fault slowly deforms over
time due to tectonic forces. Earthquakes are
usually caused when underground rock
suddenly breaks and there is rapid motion
along a fault. This sudden release of energy
causes the seismic waves that make the
ground shake. During and after the
earthquake, the plates or blocks of rock start
moving—and they continue to move until
they get stuck again. The spot underground
where the rock first breaks is called the
focus, or hypocenter of the earthquake. The
place right above the focus (at the ground
surface) is called the epicenter of the
earthquake.
(Everyone will try guess and answer.)
 Next picture. (Everyone) Sir. They all fell on the floor and was
destroyed. The intensity could be VI, Sir?!

(Everyone) Sir! Intensity VII or VIII!

Everyone is correct. You can clearly

see the difference between this picture
and the previous one. Heavy objects
were fell and destroyed.

Try to guess.

Very good everyone! So, everyone can

now distinguish the earthquake intensity.
Short trivia.
(Everyone) Sir! Intensity VIII because the
house collapsed destroying the cars.
Vocabulary Enhancement The Philippine Institute of Volcanology and
1. Magnitude - the great size or extent of Seismology (PHIVOCS) recorded a 7.3
something. magnitude earthquake in Lagangilang, Abra
on July 27 at 8:30 AM. The intensity was
2. Intensity - the measurable amount of a
felt by the nearby provinces especially in
property, such as force, brightness, or a Ilocos Region and La Union. This was the
magnetic field. second strongest and largest earthquake in
the Philippines.
EXPLAIN

F. Discussing new concepts and

practicing new skills #2

Based on the activity, Let’s have to learn

more about the Intensity and Magnitude.

(No one raise a hand)

What did you notice on the pictures?

So, to measure the intensity scale they

use Roman Numerals (I-X). however, the
magnitude uses Hind-Arabic Numerals
(1-9) which is our usual way of
numbering.
(Student answers may vary)
 Let the students read the presentation.
So, to understand more it says here that
magnitude may not vary with the distance
unlike the intensity. Magnitude measures how
strong was the seismic wave or the energy that
being releases in the ground. On the other
hand, intensity may vary from the distance. It
measures how strong was the earthquake from
the epicenter.
The teacher will elaborate more using the
illustration on the board.
For example, class. We are here at Cauayan
and there was a strong earthquake that hit in
Roxas the magnitude was 7.8. So, what will be
the magnitude here at Cauayan and what will
be the intensity?
Magnitude is a measure of earthquake size and
remains unchanged with distance from the
earthquake. Intensity, however, describes the degree
of shaking caused by an earthquake at a given place
and decreases with distance from the earthquake
epicenter.
The magnitude measures using the instrument
which is the seismograph. While intensity
based on the peoples felt or observations. They
measurement magnitude using Richter scale
and for intensity they use Mercalli intensity
scale.
 (Students answers may vary)

ELABORATE
G. Finding practical applications of
concepts and skills in daily living

The teacher will ask the students

regarding their personal experiences if
earthquake has occurred in their life?

1. Application (EXTEND)

After the personal sharing, the

students will write an essay about
how massive effect of an earthquake
affects environment, humans, and
animals.

EVALUATION
J. Evaluating learning

MULTIPLE CHOICE

Directions: Encircle the letter that correspond

the questions. (2points each)
 The students will be given a multiple question:

1. The scale used to measure the effect and

damage brought about by an earthquake is ____.

a. Mercalli Scale
b. Centigrade Scale
c. Rossi-Forel Scale
d. Richter Scale

2. A recording called seismograph is made by a

machine called a __________.

a. Seismogram
b. Seismograph
c. seismic wave
d. Richter scale

3. What does Richter scale in earthquake

measure?

a. Energy released from earthquake

b. Amplitude of seismic waves on
seismogram
c. Damage resulting from an
earthquake

4. Which of the following is used to

measure the earthquake’s magnitude?

a. Richter Scale
b. Modified Mercalli Scale
c. Magnitude scale

V. Assignment 5. The earthquake magnitude may vary from the

distance. While Intensity may not vary from its
 For your assignment.:
1. On a short clean paper collect and organize distance.
an aftermath of an earthquake.
2. Label their intensity based on their a. False
damaged. b. True
3. Write a reflection paper about the activity.
“What to do before, during, and after of
earthquake?”

That’s all for today, Goodbye class!

Thank you, Sir. Goodbye Sir.

 A. No. of learners who earned 80% in the evaluation
B. No. Of learners who require additional activities for
REFLECTION:
remediation who scored below 80%
C. Did the remedial lessons work? No. Of learners who have
REMARKS:
caught up with the lesson
D. No. Of learners 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?

Prepared by:
Ignacio, Virgilio N. Jr.