Malapad na Bato National High
GRADES 1 to School: School Grade: 8
12 Learning
DAILY Teacher: Rochelle M. Vilela Area Science
LESSON October 7-11, 2024
LOG Grade 8-Lawin 10:15 – 11:00
Date and Time: Grade 8-Kalaw 1:00 – 1:45 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE
A. Content
Standards Demonstrate an understanding of the relationship between faults and earthquakes
B. Performance
Standards Differentiate the 2.1 epicenter of an earthquake from its focus;
C. C. Learning Using models or Explain how Assess the mastery
Competencies / illustrations, explain how movements along of the students about
Objectives movements along faults faults generate the topics discussed
generate earthquake. earthquakes. Differentiate the during the second
S8ES-IIa- 14 S8ES-IIa- 14 epicenter of an week of Quarter 2.
earthquake to its
Differentiate the intensity of an Objectives: Objectives: focus.
earthquake from its magnitude 1. Explain the effect of 1. Describe what a S8ES-IIa-15
S8ES-IIa-15 bending of rocks along fault is and how these Objectives:
Objectives: Describe an faults and faults related to The students should
earthquake in terms of its 2. Relate fault movement earthquakes. be able to
intensity and magnitude and earthquake 2. Explain how faults differentiate the
generate earthquakes; epicenter
and and focus of an
3. Explain why not all earthquake.
movement along faults
produces earthquakes.
II. CONTENT HOW STRONG IS THE HOW DO FAULTS HOW DO FAULTS Long Test (Week 2)
EARTHQUAKE? PRODUCE QUAKES? PRODUCE QUAKES?
III. LEARNING
RESOURCES
A. References
1. Teachers' Guide TG p.47 TG pp.47 TG pp. 115-122 LG pp. 12-13
pages
2. Learners'
LM pp. 127 – 130 LM pp. 122 - 124 LM pp. 120-122 LM page 125-127
Materials pages
B. Other Learning PHIVOLCS Earthquake
Resources intensity Scale (PEIS)
youtube.com
IV. PROCEDURES
A. Reviewing The teacher will ask the How are you going The teacher will ask
The teacher will ask:
previous lesson students to recall the Recall the appearance to relate fault 10 questions about
Why not all movement along
or presenting the differences between focus and of a fault movements from the topics discussed
faults produce earthquake?
new lesson epicenter earthquake for the week.
Using the given materials The teacher will
Do the Activity
The teacher will show a Video and following the explain the
entitled: Where
Presentation: 2013 procedures you should be directions of the test.
B. Establishing a Demonstrate activity in Does An
EARTHQUAKE VIDEO able to simulate how rocks
purpose for the LM pp. 120-122 Earthquake Start?
BOHOL CEBU 7.2 Magnitude bend along a fault.
Lesson See page 125-127
compilation footage Philippines Demonstrate activity in LM
of the Learner's
(youtube.com) pp. 122-124 on Stick ‘n’
Material
shake
Ask the class about The teacher will
Are you familiar with Pilita Michael Jackson's distribute the test
Corales (Asia’s queen of famous moonwalk. papers.
The teacher will ask: How song)? How does she sing? The teacher can
C. Presenting Making a Fault
strong is the earthquake? See Can you do the same thing demonstrate it or let a
examples / Model following the
PHIVOLCS Earthquake she does? Let us now go student do the
instances of the procedures given on
Intensity Scale (PEIS) on LM further with our lesson and moonwalk in front of
new lesson LM pp. 125-126
pp. 128-129 discover how Pilita’s style of the class. Ask the
singing relates to our possible relationship of
lesson. the movement of the
shoes and the floor.
On pages 128 to 129 of the
The activity you just Use your model to
Learner’s module can be read Answer the questions The teacher will ask
D. Discussing performed simulates how show different types
the PHIVOLCS Earthquake in LM pp. 122. (Explain the students to
new concepts rocks bend along a fault. of movement along
Intensity Scale (PEIS), let the each answer as what answer the test
and practicing Think of a ruler as if they a fault. How would
learners thoroughly understand have been seen in the items on a separate
new skills #1 were put of the ground, how the surroundings be
the text and then proceed to activity) sheet of paper.
can you figured it? affected?
discussion
E. Discussing The students will answer
new concepts questions on page 130 of the
and practicing LM (let the PEIS be the basis
new skills #2 of your answer)
1. On which location
Processing Questions: 1. What happened to
on the ground does
1. When an earthquake occurs, 1. What happens when the the boxes as the
F. Developing the initial movement
where would shaking be bending becomes too rubber band is being
mastery Originates during
greater? Near the epicenter or much? pulled?
(Leads to an earthquake?
away from the epicenter? 2. What is the effect of 2. What happens to
Formative 2. How does this
2. Where would damage be bending of rocks along the house in relation to
Assessment) movement (shaking)
more? Near the epicenter or fault? the position of the
spread into the
away from the epicenter? fault?
surface?
Read the quotation
below relate this to
Earthquakes can happen
what you have
anytime, anywhere. They’ve
G. Finding Based on your answers to Applying your learning learned.
all occurred where there has
practical questions 1 and 2, where on the lesson “I am the
been frequent activity in the
applications of would the intensity be higher? presented, explain why earthquake of love.
past and where there will be
concepts Near to the epicenter or away not all movement How you feel is my
frequent activity in the
and skills in daily from the epicenter? along faults produced fault.”
future.
living earthquakes. ― Jarod Kintz, Love
quotes for the ages.
John Minsch
Specifically ages
18-81.
The ground in the area
of fault tends to remain
not moving because of
The epicenter is the
Earthquakes occur on faults. frictional force
point on the Earth's
The intensity of the earthquake A fault is a thin zone of between the two
surface that is
is determined by observing the crushed rock separating opposing plates
H. Making directly above the
effects of the earthquake in blocks of the earth's crust. (boxes). As stronger
generalizations focus while the
different places on the other When an earthquake occurs forces (rubber band)
and abstractions focus is the point
hand. However, its strength on one of these faults, the shakes up the fault,
about the lesson (below the surface)
can be described as rock on one side of the friction (tape) can
where an
magnitude. the fault slips with respect to no longer hold up the
earthquake
the other. plates (box) thus
originates.
resulting to a slip in the
plates creating a jerk
called earthquake.
The teacher will give a The teacher will ask
Write the corresponding In not more than 5 five-item quiz: the students to
I. Evaluating
Intensity Scale for each sentences, differentiate fault Directions: Pair the exchange papers
Learning
description: movement from earthquake. given term according and check the
to your observation. papers of their
seatmates.
Description Intensity
scale
1. Very Strong (VI)
2. Weak (III)
3. Scarcely (I) Write your answer on Identify the parts of
Perceptible the number below. an Earthquake
4. Very (VIII)
Destructive Ans. 1. Epicenter; 2.
Fault; 3. Focus;
5. Slightly Felt (II) 4. seismic waves;
5. opposing plates
J. Additional Bring to class the following
Make a research of the
activities for materials: Scissors, paste Prepare for a long
distribution map of active faults
application or and fault model test tomorrow.
and trenches in the Philippines.
remediation
V. 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?
Prepared: Checked:
MARCELINA A. CABADIN VANESSA A. BAUTISTA, Ph.D
Teacher III Principal III
