School CAPUY INTEGRATED NATIONAL SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher HARLETTE A. LAGUIDAO Learning Area SCIENCE

Teaching Date and Time OCTOBER 7-11, 2024 Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard The learners demonstrate understanding of the relationship between faults and earthquakes
B. Performance Standard 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 community
2. Make an emergency plan and prepare an emergency kit for use at home and in school
C. Learning Competencies/ The learners should be able to differentiate the:
Objectives. Write the LC Using models or illustrations, explain how  epicenter of an earthquake from its focus;
code for each movements along faults generate earthquakes. S8ES-  intensity of an earthquake from its magnitude;
IIa14  the active and inactive faults.
S8ES - IIa-15
Specific Objectives:
 Describe how fault is generated using a Specific Objectives:
model  Differentiate the epicenter of an earthquake
 Explain how movements along fault generate from its focus using model;
earthquakes.  Differentiate intensity of an earthquake from
its magnitude;

1. CONTENT Lesson 1: How Do Movements Along

Faults Generate Earthquakes
2. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Science 8
Pages Teacher’s Guide
2. Learner’s Materials Science 8 – Second Quarter Learning Activity Sheet
Pages
3. Textbook pages
4. Additional Materials Science Quarter 2 – Module 1: Earthquakes and
from Learning Faults
Resource (LR)
portal PowerPoint Presentation
B. Other Learning
Resource
3. PROCEDURES
A. Reviewing previous Start the lesson by asking students if they have ever Recall previous discussion on how faults are CATCH-UP FRIDAY
lesson and experienced an earthquake? generated by using the images below.
presenting new What happens during an earthquake? Quiz Bee
lesson Let the students arrange the images chronologically Lesson Intervention
Possible answers may include, movement of to show how rocks bend along the fault.
household appliances, not being able to stand,
feeling nauseous.

Source:
Science G8 LM, Figure 11, p. 124

B. Establishing a Present the picture below: Let the students infer the relationship of faults and
purpose for the earthquake.
lesson
Expected Answer:
The images show that when too much bending occurs
and the limit is reached, the rocks will 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, thus
earthquake can be defined as a vibration of the Earth
due to the rapid release of energy.
Source:
Eduardo P. Laguerta, Sup. SRS PHIVOLCS-RO5.
Earthquake Hazards. PowerPoint Presentation. BEEP
– 2ND DISTRICT ALBAY of October 26, 2017
 What can you observe in the picture?
Have you seen a similar scenario in your barangay?

Guide Questions:
What are faults?
How are faults generated?
C. Presenting Let the students share their insights in the given The teacher shows a video of a news clip “BT:
examples/instances questions and allow them to share examples and Magnitude 7.2 earthquake na tumama sa Bohol,
of the lesson experiences related to the figure presented. katumbas ng 32 Hiroshima atomic bombs”
(Note: the video will be played until 0:45 only)

What are the unfamiliar words that were mentioned

in the news clip?

Expected Answers: Magnitude, Intensity, Epicenter

and Aftershocks

The teacher tells the students that they will know

more about the terms mentioned through the activity
that they will perform.

D. Discussing new Lesson Proper Lesson Proper

concepts and
practicing new skills “How Earthquakes are Generated?” “The Pacific Ring of Fire”
#1 “Faults”

E. Discussing new Lesson Proper

concepts and
practicing new skills “Active and Inactive Faults”
#2 “Parts of an Earthquake”

F. Developing mastery Activity: Stuck ‘n’ Shake Activity: “Where Does an Earthquake Start?”
(lead to formative
assessment) What happens when bending becomes too much? Prepared copy of a Fault model will be given and
students will follow the procedure in the activity to be
Possible Answer: able to label the parts of the model.
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. An earthquake is a vibration of the
Earth due to the rapid release of energy.
G. Finding practical The teacher asks students to present their fault model.
application of Use the images below to facilitate better
concepts and skills in understanding of the concept. Source: Science Grade 8 Teacher’s Guide, p. 80
daily living
The following questions may be asked to facilitate
processing of concepts learned:

1. Where can you find the focus?

Expected Answer:
The focus can be found beneath the Earth’s surface.
It is the place where the first break happens, where
the fault starts to slip, where first movement takes
place. It is the starting point of the earthquake.

2. Where is the epicenter of an earthquake

located?

Expected Answer:
The epicenter is on the surface of the Earth directly
above the focus.

3. What is a fault line?

Expected Answer:
The trace of the fault on the surface of the Earth is
called the fault line.

4. What is a fault plane?

Expected Answer:
The flat surface between the two pieces is called the
fault plane.

The teacher may demonstrate different fault

movement limited to vertical and horizontal
movement only.

(Fault types will be discussed in Grade 10.)

H. Making The teacher then ask students to recall the unfamiliar words mentioned in the news clip.
generalization and How did the news anchor described the earthquake that hit Bohol?
abstractions about
the lesson Expected answer: The news anchor described the earthquake having a magnitude of 7.2 and intensity level 7.

The teacher emphasizes two terminologies: Intensity and Magnitude

Do you know the difference between the two?

Expected Answer:
The intensity of an earthquake gives us an idea of how strong or weak the shaking is.

The released energy can be calculated by scientists and is called the magnitude of the earthquake.

To distinguish the two, intensity is expressed using Roman numerals (I, II, III) while magnitude uses Hindu-
Arabic numerals (2, 3, 4).

The teacher presents PHIVOLCS Earthquake Intensity Scale (PEIS)

(refer to Science 8 Leaner’s Module, pp 127-129)

The teacher may present the PEIS in tabular form as shown in the LM or use downloaded images from
https://wanderingbakya.com/the-big-one-in-the-city-are-you-prepared/ through a graphic organizer or using
PowerPoint Presentation

I. Evaluating learning Written Work: Answer the following questions:

Answer the following questions:
1. How does an epicenter of an earthquake
1. What are faults? differ from its focus? Differentiate using a
2. Explain how movements along fault generate model.
earthquakes. 2. Differentiate between magnitude and
Possible Answers: intensity of an earthquake.
1. Faults are break in the Earth’s crust along
which significant movement has taken place.
Earthquakes are associated with faults.
When a fault suddenly moves, an earthquake
occurs.
J. Additional activities Look for videos of deadliest earthquakes that hit the
for application or Research on the different types of faults. Philippines and identify ways on how it affected
remediation people’s lives
4. REMARKS
5. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
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 this work?
F. What difficulties did
I encountered which
my principal can
help me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?

Prepared by: Noted by:

HARLETTE A. LAGUIDAO LAARNI L. BUSTAMANTE

Subject Teacher Teacher in Charge