School: Grade Level: 8

GRADES 1 to 12 Teacher: . Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: Q2 WEEK 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang the relationship between faults and earthquakes

Pangnilalaman
(Content Standards)
Pamantayan sa Pagganap 1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community 2. make an emergency plan
(Perfomance Standards) and prepare an emergency kit for use at home and in school

Pamantayan sa Pagkatuto Using models or illustrations, explain how movements along faults generate earthquakesS8ES -IIa - 14
(Learning Competencies)
Layunin
Lesson Objective
Describe what a fault is and
Explain the effect of bending how these faults related to
of rocks along faults and earthquakes.
Explain how movements Describe the appearance of a fault Relate fault movement and
along faults generate earthquake Explain how faults generate
earthquakes. Explain how a fault forms earthquakes; and

Explain why not all

movement along faults
produces earthquakes.
Paksang Aralin How do Faults Produce HOW DO FAULTS
(Subject Matter) EARTHQUAKES AND quakes? PRODUCE QUAKES
What is a fault?
FAULTS (Introduction)

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Relate the pass Earthquakes Why do earthquake occur? ? Why not all Recall the appearance of a
Lesson or Presenting happened in the country. What is the relationship between movement along fault
the New Lesson earthquakes and faults? faults produce
earthquake?
b. Establishing purpose Demonstrate activity in LM
for the lesson Describe the effect of pp. 120-122
.
Earthquake in lives of
people.
Show videos clips about fault.

c. Presenting The epicenter of the quake, Demonstrate activity in LM Ask the class about Michael
example/instances of which struck at 4:26 p.m., pp. 122-124 on Stick ‘n’ Jackson's famous moonwalk.
the new lesson was north of Manila in the . shake Theteacher can demonstrate it
Nueva Ecija province. or let a student do the
Reports indicate that the moonwalk in front of the
shaking went on for nearly a class. Ask the possible
full minute. Collapsing relationship of the movement
buildings were the main of the shoes and the floor.
cause of damage and death.
Getting out of
a multi-story building was a Answer the questions in LM
good safety precaution that pp. 122. (Explain each answer
afternoon, although many as what have been seen in the
people were injured and a activity
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.
 -.

d. Discussing new Show videos abput How do

concepts 1. Where is the Complete the paragraph by filling Faults Produce quakes? 1. What happened to the
epicenter of the up the blanks with boxes as the rubber band is
earthquake? the correct words. being pulled?
2. What happens to the house
2. How many
A ___1_____ is a fracture or zone in relation to the position of
individuals are the fault?
of fractures between two blocks
affecred? of___2___. Faults allow the blocks
3. Discuss how to move relative to each other.
devastating a 7.7 This ____3______may occur
intensity earthquake rapidly, in the form of a
is. ______4_____- or may occur
slowly, in the form of creep. Faults
may range in length from a few
millimeters to thousands of
kilometers. Most faults produce
repeated ______5____over
geologic time. (1.Fault; 2. rock;3.
movement; 4. earthquake; 5.
displacement)

e. Continuation of the Show video clips from

discussion of new youtube showing and discuss Demonstarter activity in LM pp.
concepts the concepts about 116-118. A Faulty set-up
earthquake.
f. Developing Mastery 1. What happened to the pile Applying your learning on the
of sand when you moved 1. What lesson presented, explain why
the sheet slowly into the happens when the bending not all movement along faults
becomes too much? 2. What produced earthquakes.
opposte direction?
is the effect of bending of
2. As you move the sheets, rocks along fault?
What is formed in the The ground in the area of
sandz? fault tends to remain not
moving because of frictional
force between the two
opposing plates (boxes). As
stronger forces (rubber band)
shakes up the fault, the
friction (tape) can no longer
 hold up the plates (box) thus
resulting to a slip in the
plates creating a jerk called
earthquake
g. Finding practical .
applications of
concepts and skills in
daily living
Role palying.
Group the student into 5-7
groups to make a video clips
about an earthqauke

h. Making An earthquake (also known A fault is a fracture or zone of

generalizations and as a quake, tremor or fractures between two blocks of
abstractions about temblor) is the shaking of the rock. Faults allow the blocks to
the lesson surface of the Earth resulting move relative to each other. This
from a sudden release of movement may occur rapidly, in
energy in the Earth's the form of an earthquake - or may
lithosphere that creates occur slowly, in the form of creep.
seismic waves. Earthquakes Faults may range in length from a
can range in intensity, from few millimeters to thousands of
those that are so weak that kilometers..
they cannot be felt, to those
violent enough to propel
objects and people into the
air, damage critical
infrastructure, and wreak
destruction across entire
cities. The seismic activity of
an area is the frequency,
type, and size of earthquakes
experienced over a particular
time period. The seismicity
at a particular location in the
Earth is the average rate of
seismic energy release per
unit volume. The word
 tremor is also used for non-
earthquake seismic
rumbling.
i. Evaluating learning What is an "earthquake"? A fracture in the earth's crust is Make a Fault model Directions: Pair the given
What causes earthquakes? called a joint. It is called a _____ term according to your
How do earthquakes cause when there is displacement of observation. Write your
damage? rocks on either side of the fracture. answer on the number below.
Does the earth open up a. fault
during an earthquake? b. earthquake Two box _____________
Where do earthquakes c. focus earthquake
occur? d. epicenter Tape _____________
What is the relationship The amount of energy that is shaking
between volcanoes and released from an earthquake is its As you pull the rubber bond
earthquakes? _____. ____________ fault
Will more shocks be felt a. intensity A crack on the ground
after a strong earthquake? b. magnitude ____________ frictional
Can earthquakes be c. epicenter force
predicted? d. focus
On earth's surface, directly above A sudden jolt
the location where an earthquake _________________
originates is called a(n): opposing plates
a. fault
b. earthquake
c. focus
d. epicenter
A magnitude 4 earthquake causes
10 times more ground motion than
a magnitude 3 earthquake and
______ times more ground motion
than a magnitude 2 earthquake.
a. 2
b. 10
c. 20
d. 100
The _____ is the instrument that
measures an earthquake's
movement.
a. seismograph
b. Richter scale
c. intensity scale
d. Mercalli scale
Typically, the closer to an
earthquake's epicenter, the more
shaking is felt.
a. True
b. False
How an earthquake is felt by
others and the amount of damage
an earthquake creates is
determined by its:
a. magnitude
b. intensity
c. duration of shaking
d. time of day
A zone where earthquakes occur
but are generally less frequent and
less severe is the:
a. circum-Pacific belt
b. Ring of Fire
c. trans-Eurasian belt
d. mid-ocean ridge belt
An earthquake can only occur
where plate boundaries exist.
a. True
b. False
When one fault block moves up
relative to a block on the opposite
side, the exposed fault plane is
called a(n):
a. fault scarp
b. fault
c. fault trace
d. uplifted block
A ____ is the leading edge along a
fault of the lower fault block.
a. fault scarp
b. fault
c. fault trace
d. uplifted block
It is recommended that if you feel
an earthquake and are near the
coastline, you should make it to
high ground without waiting for an
official tsunami warning because:
 a. a tsunami is guaranteed to
follow
b. if you are near the epicenter,
there is not enough time to receive
an official warning
c. tsunami warnings are never
issued after an earthquake
d. None of the above. It is never
recommended people make it to
high ground after an earthquake if
they are near the coast
j. Additional activities
for application or
remediation
REMARKS

REFLECTION

a. Number of
learners who
earned 80% of the
evaluation
b. Number of
learners who
require additional
activities for
remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of
learners who have
caught up with the
lesson
e. Number of
learners who
continue to require
remediation
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?