SCIENCE Teacher Jocelyn F.

Matiga Grade Level 8

Daily Teaching Dates November 20-24,2023 Learning Area SCIENCE
Lesson Log Teaching Time 9:30-3:30 Quarter 1st Quarter
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards
The learners demonstrate understanding of the relationship between faults and earthquakes.
The learners should be able to:
1. participate in decision making on where to build structures based on knowledge of the location of active faults in the
B. Performance Standards
Community:
2. make an emergency plan and prepare an emergency kit for use at home and in school.
Explain how earthquake waves provide information about the interior of the earth.
C. Learning Competencies/ Objectives (L.C. Code) (S8ES-IIc-17)

 Identify the layers of the  Describe and compare

Earth and their
Specific (Daily) Objective/s characteristics in relation to
seismic waves
the behavior of seismic
waves (body waves and
surface waves)
 Explain how P and S waves
 Evaluate their knowledge
are used to describe the
through a quiz.
interior of the Earth.

II. Learning Content

III. Learning Resources
A. References
1. Teacher's Guide Pages DBOW Page 6 DBOW Page 6 DBOW Page 6 DBOW Page 6
Grade 8 -Learner’s Material Grade 8 -Learner’s Material Grade 8 -Learner’s Material pages Grade 8 -Learner’s Material
2. Learner's Materials Pages
pages 135-136 pages 135-136 135-136 pages 135-136
3. Textbook Pp. 135-136 135-136 135-136 135-136
4. Additional Materials from LR portal

B. Other Learning Resources

IV. PROCEDURE
A. Reviewing previous Elicit:
lesson or presenting (The activities in this section will evoke or
draw out prior concepts or prior
the new lesson experiences from the students)
B. Establishing a Ask students to identify the
purpose for the layers of the earth. The teacher will show a picture of
lesson Getting into PUZZLE! light wave reflecting from the
mirrors and a still water that
The teacher will ask the students to produces waves as dipped by a
find the words on the puzzle.
finger. Let the students relate it as
to how earth produces waves.
Engage:
(The activities in this section will stimulate Ask the students to prepare
C. Presenting
their thinking and help them access and
connect prior knowledge as a jumpstart to Guide Questions: themselves for a quiz.
examples/ instances
the present lesson0
 What are the three (3)
of the new lesson major layers of the earth?
 How are we able to
determine these layers of
the earth?
 How can we be so sure
that there is a core,
mantle and the crust?
Explore: The teacher will show an 1.The ________________ wave is Guide Questions:
(In this section, students will be given
time to think, plan, investigate, and illustration of the layers of the the fastest wave to travel.  What are the different The teacher will explain the
organize collected information; or the
performance of the planned/prepared earth showing the following: 2. The P waves can travel through types of seismic waves that procedures and give
activities from the students’ manual with
a. Crust _______________, liquids, and instructions about the quiz.
data gathering with Guide Questions) occur inside the Earth and
gases.
 Continental Crust 3. P waves are also known as
how do they propagate?
D. Discussing new  Oceanic Crust ____________________ waves.  How does the propagation
concepts & b. Mantle 4. Secondary waves cannot travel of seismic waves change as
practicing new skills Upper mantle through ___________________ and they pass through the
#1 - Lithosphere gases. different layers of the
- Asthenosphere 5. The ___________________ wave Earth?
Lower mantle is the most destructive wave  What are the implications
c. Core of these behaviors in
 outer core describing the interior of
 Inner core the Earth?
E. Discussing new Seismic waves - are the waves P waves or primary waves-these The students will answer the
concepts & of energy that travel either are the fastest kind of seismic questions in their quiz.
practicing new skills along or near the Earth’s waves, and consequently, the first
#2
surface. This energy that travels to arrive at a seismic station and
through the Earth is recorded recorded in the seismograph.
by seismographs. The P waves can move through
solid rocks and fluids, like water

F. Developing mastery Explain:
(In this section, students will be involved
in an analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis
of the gathered data and results and be
able to answer the Guide Questions
leading to the focus concept or topic for
the day.
The teacher will divide the class Let the students identify the
into (4) groups in order to types of seismic waves that
collaborate and brainstorm
how we are able to determine
the layers of the earth.
1. Describe how scientists were
able to describe the layers of the
earth.
2. Explain the importance of
studying the seismic waves in
determining the
materials of each of the interiors
of the earth.
3. What is the relation of
Types of Earthquake Waves
 body waves
or the liquid layers of the Earth.
 surface waves
P waves are also known as
Body Waves-are seismic waves
compressional or longitudinal
that travel through the interior
waves because
of the Earth. These waves are of
of the pushing and pulling they
higher frequency than surface
do.
waves.
S waves or secondary waves-
The two types of body waves
these are waves that arrive
primary and secondary waves.
second, after P waves are being
Surface waves- are seismic
detected in the seismic station
waves that travel only through
and recorded in the seismograph.
the crust. These are of lower
S waves are slower than P waves
frequency than body waves and
and can only move through solid
are easily distinguished on a
rocks, not through any liquid
seismograph. Though they
medium.
arrive after body waves, it is the
S waves are also known as
surface waves that are almost
transverse or shear waves,
entirely responsible for the
which create the shaking of the
destruction associated with
ground back and forth
earthquakes.
perpendicular to the
There are two types of surface
direction the waves are moving
waves, the Love wave and
Rayleigh wave.
Types of Surface Waves Checking the results of their
Love wave, named after Augustus quiz.
travel inside the Earth. Edward Hough Love, a British
mathematician who worked out
the mathematical
model for this kind of wave in
1911. This wave is the fastest
surface wave and
moves the ground from side-to-
side.
Rayleigh wave, named after John
William Strutt, Lord Rayleigh, a
British scientist who predicted the
 studying the variation in the
existence of this kind of wave in
velocity of the seismic waves as
1885. This wave rolls along the
it travels through the ground
ground just like a wave rolls
with the determine layers of the
across lake or an ocean. It moves
earth?
the ground side-to-side and up
4. How would you explain the
and down in the same direction
phenomena of earthquake that
that the wave is moving.
we experience in the
crust?
5. Why is the earth so restless?
Ask students to identify each
illustration as to what types of
waves it is
G. Finding practical Applying their knowledge about
Ask:
applications of the lesson by answering
Elaborate: Why is it important to study questions from their quiz.
concepts and skills
in daily living
(This section will give students the
opportunity to expand and
seismic waves?
solidify/concretize their understanding of
the concept and/or apply it to a real-world
situation)

H. Making Using a Venn Diagram

generalizations and Compare and Contrast Surface
abstraction waves to a body waves.
Evaluation: The teacher will administer a 5- The teacher will administer a 5- The teacher will administer a 5- The teacher will administer a
(This section will provide opportunities for
concept check test items and answer key item quiz. item quiz. item quiz. long quiz.
I. Evaluating Learning which are aligned to the learning
objectives – content and performance
standards and address misconceptions-
if any)
J. Additional activities Extend:
(This section gives situation that explains
for application and the topic in a new context, or integrate it
remediation to another discipline/societal concern)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for None, lesson went well. None, lesson went well. None, lesson went well. None, lesson went well.
remediation
C. Did the remedial lessons work? No. of learners who 0 0 0 0
have caught up with the lesson
D. No. of learners who continue to require remediation 0 0 0 0

E. Which of my teaching strategies worked well? Why did Exploration and discovery learning Visualization works well because it Inquiry-based learning engage students Inquiry-based learning engage
these work? work well as it engages students to brings concepts to life that encourage by making real world-connections students by making real world-
 students to make connection to the
meaningful lesson, and they will be able
real-world. As well as providing real- connections through exploration and
to explore and learn new things by through exploration and HOTS questions.
life examples that students can connect HOTS questions
themselves.
with.
F. What difficulties did I encounter which my principal or
supervisor can help me solve?

G. What innovation or localized materials did I Uses of video presentation and Uses of video presentation and Uses of video presentation and Uses of video presentation and
use/discover which I wish to share with other teachers? models/pictures diagram models/pictures diagram. models/pictures diagram. models/pictures diagram.

Prepared by: Noted by: Approved by:

JOCELYN F. MATIGA ANNABELLE F. LAGULA ROWENA M. REYES GERRY A. LUMABAN

Teacher I Master Teacher II Head Teacher VI- Science Department School Principal IV