Department of Education

National Capital Region

Schools Division Office of Quezon City
QUEZON CITY HIGH SCHOOL
Scout Ybardolaza St., Diliman, Quezon City

SUBJECT Science GRADE 8

DAILY TEACHING DATE October 17, 2024 QUARTER Second
LESSON AND TIME
PLAN

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the relationship between
Standards faults and earthquakes.
A. Performance The learners should be able to:
Standards 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 and prepare an emergency kit for use at
home and in school.
C. Learning Differentiate the:
Competencies/Objec 1.epicenter of an earthquake from its focus;
tives 2.intensity of an earthquake from its magnitude;
(Write the LC code for 3.active and inactive faults (S8ES-IIa-15)
each)
SPECIFIC At the end of 45-minute discussion the grade 8 students will be able to:
OBJECTIVES Day 4:
 Prepare an emergency kit for use at home

II. CONTENT EARTHQUAKE PREPAREDNESS

III. LEARNING RESOURCES

A. References
1. Teacher’s None
Guide pages
2. Learner’s None
Material
pages
3. Textbook None
pages
4. Additional None
Materials
from
Learning
Resource
(LR) portal
A. Other None
Learning
Resources

ELICIT
A. Reviewing Brainstorming Session:
previous lesson  Ask students to brainstorm situations in which an emergency kit might
or presenting the be needed (e.g., earthquakes, typhoons, fire). Write their answers on
new lesson the board.
ENGAGE
B. Establishing a Picture Analysis:
purpose for the  Show pictures of emergency kits from various homes around the
lesson world. Have students compare and contrast the contents and
hypothesize why certain items are included in each kit based on the
region's specific risks.
C. Presenting Personal Reflection:
examples/instanc  Ask students to share experiences where they or someone they know
es of the new faced an emergency situation (e.g., a natural disaster or power
lesson outage) and what tools or items would have been helpful at that time.
EXPLORE
D. Discussing new Group Activity - Emergency Kit Challenge:
concepts and  Divide students into small groups and give each group a list of
practicing new household items (some essential, some not). Ask them to choose which
skills #1 items would be included in their emergency kit and explain why.
E. Discussing new Scavenger Hunt:
concepts and  Organize a scavenger hunt where students find items at school
practicing new that could be useful in an emergency kit. After collecting items,
skills #2 they discuss which are necessary and why.
EXPLAIN
F. Developing Teacher-Led Discussion:
mastery  Present the key items that should be included in a basic home
(Leads to emergency kit (e.g., water, non-perishable food, flashlight, first-
Formative aid supplies, etc.). Explain the role of each item during an
Assessment 3) emergency.
ELABORATE
G. Finding practical Emergency Kit Poster Design:
applications of  Ask students to design a poster showing the essential items for an
concepts emergency kit. They should categorize the items based on different
and skills in daily types of emergencies (e.g., flood, earthquake, power outage) and
living explain the importance of each item in their poster.
H. Making Role-Playing:
generalizations  Assign each group a disaster scenario (e.g., typhoon, fire,
and abstractions earthquake). They must present a short skit on how their emergency
about the lesson kit would help them survive and respond effectively to that specific
situation.

Fault Identification Exercise:

I. Evaluating Provide students with a map that includes both active and inactive faults.
learning Ask them to label which faults are active and which are inactive, and
explain how they would adjust building plans if they were city planners.

a. Additional Checklist Quiz:

activities  Give students a quiz where they match items to their use in an
for emergency. For example, they match "water" with "hydration for at
application least three days" or "flashlight" with "power outage or finding things in
or the dark."
remediatio
n

V. REMARKS

VI. REFLECTION

A. No. of learners who earned No. of cases Sectio Section Secti Sectio Sectio
SECTIONS

80% on the formative who got a n on n n

assessment score:
_______ and
above
_______ and
below

TOTAL
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter that my principal or
 supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
that I wish to share with other
teachers?

Prepared by: Checked by: Submitted

to:

EDDRIAN O. ESMERO JONALYN P. PENILLA FIDEL O

GUANTERO JR. Teacher I Master
Teacher II Head Teacher VI

Noted by:

REMEDOS P. DANAO, PhD

Principal IV