School Grade Level GRADE 8
Teacher Learning Science
Area
Teaching Dates Week 2 day 1 Quarter SECOND
and Time
A. Content Standards
Demonstrate understanding of the relationship between faults and earthquakes
B. Performance Standards
The learners shall be able to participate in decision making on where to build
structures based on knowledge of the location of active faults in the community
C. Learning Competencies/Objectives (Write the LC code for each)
S8ES-IIa-14
2. CONTENT
Earthquakes and Faults: How does fault generate earthquake?
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages - pages 74-76
2. Learner’s Materials pages – Pages 122-124
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal:
google.com.ph(Fault how it forms)
B. Other Learning Resources: Photos and videos from the net
4. PROCEDURES
(The ff. are just Teacher’s Activity Students’/Pupils’ Activity
examples)
A. Reviewing Through diagrams, the teacher will The student will describe
previous lesson describe the two set ups previously the appearance of a fault
or presenting conducted ( A faut-y set up and the and how earthquakes are
the new lesson Stick n slip). Let the students explain generated.
the phenomenon in the set up.
B. Establishing Let the students perform activity # 3 The students will perform
a purpose for Stick and shake to demonstrate the the activity by group.
the lesson shaking that occurs when the rocks
along a fault suddenly jerk.
C. Presenting Let the students answer the The students will describe
examples/ question: what happens to the ruler.
instances of the What happens when bending of the
new lesson ruler becomes too much?
Key Points:
The ruler separate when the bending
goes beyond a certain limit and the
rulers separate.
The vibrating rulers demonstrate the
“snap and shake motion”
D. Discussing The teacher will facilitate the
new concepts discussion of the lesson ( refer to fig
and practicing 11, p 124)
new skills #1
Key points:
When too much bending occurs and
the limit is reached, the rocks
suddenly snap. The bent rocks
straighten out and vibrate. The
vibrations travel in all directions and
people in different places will feel
them as a quake.
Key concept:
An earthquake is a vibration of the
earth due to rapid release of energy.
E. Discussing What is the relationship of fault
new concepts movement to earthquake?
and practicing
new skills #2
F. Developing
mastery
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making The teacher will let the student
generalizations watch a video on the classifications
and abstractions of fault and how it can generate
about the lesson earthquake.
https://www.youtube.com/watch?
v=qlk7IfYMufs
I. Evaluating
learning
J. Additional
activities for
application or
remediation
5. REMARKS
6. REFLECTION
A. No.of learners who earned 80% in the evaluation
B. No.of learners who require additional activities for
remediation
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?
