SCHOOL ANECITO PANOLINO INTEGRATED SCHOOL GRADE LEVEL GRADE 8

GRADE 8
TEACHER ELLEN MAE P. PASTRANA Learning Area Science
Teaching QUARTER Second
Daily Lesson Log Date & (Earth Science)
Time
DAY: 1
I. OBJECTIVES 1. Describe what fault is and how these faults related to earthquakes.
2. Determine the extent of damage an earthquake can do in a
location
A. CONTENT STANDARDS Demonstrate an understanding of the relatonship between faults and earthquake
Partcipate in decision making on where to build structures based on knowledge of
B. PERFORMANCE the locaton of actve faults in the community
STANDARDS
C. Learning Explain how movements along faults generate earthquakes. S8ES-IIa- 14
Competencies /
Objectives
II. CONTENT Module I: EARTHQUAKESAND FAULTS
Lesson 1: EARTHQUAKESAND FAULTS (Introduction)
III. LEARNING DLP, PPT, LAS
RESOURCES
IV.PROCEDURES
A. Reviewing previous If you recall, it was mentioned in Grade 7 that the Philippines is located along the Ring
lesson of Fire, How does this affect us?
or presenting the new
lesson
B. Establishing a purpose On July. 1990, a strong earthquake hit Luzon. Have you heard about it? Maybe not,
for because it happened before you were born. But if your parents are from Luzon, they
the Lesson surely know about the earthquake. It is possible that they were even affected by it.
C. Presenting examples / Article Reading
instances of the Earthquake wreaks havoc in the Philippines
new lesson More than 1,000 people are killed when a 7.7-magnitude earthquake strikes Luzon
Island in the Philippines on this day in 1990. The massive tremor wreaked havoc
across a sizeable portion of Luzon, the country’s largest island, with Baguio City
suffering the most devastating effects.
The epicenter of the quake, which struck at 4:26 p.m., was north of Manila in the
Nueva Ecija province. Reports indicate that the shaking went on for nearly a full
minute. Collapsing buildings were the main cause of damage and death. Getting out of
a multi-story building was a good safety precaution that afternoon, although many
people were injured and a 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.
All types of buildings, including several resort hotels in Baguio, known as the
Philippines’ Summer Capital, suffered tremendous damage. Most of the city’s 100,000
residents slept outdoors that evening and during the following week, afraid to return to
their homes amid the frequent aftershocks. For days, workers pulled bodies from the
demolished buildings in Baguio. The best estimate is that 1,000 bodies were eventually
recovered. At least another 1,000 people suffered serious injuries. Rescue efforts were
hampered severely because the three main roads into the city were blocked by
landslides. Hundreds of motorists were stranded on the roads as well.
D. Discussing new Watch a video about the 2013 Earthquake in Bohol and Cebu. See the attached video
concepts file name LG1 Video1
and practicing
new skills #1
E. Developing mastery 1. Where is the epicenter of the earthquake?
(Leads to Formative 2. How many individuals are affected by the earthquakes?
Assessment 3) 3. Discuss how devastating a 7.7 intensity earthquake is.
F. Finding practical Role Playing
applications of concepts Directions: Make a 2 -3 minute role playing act showing what people do when
and skills in daily living earthquake strikes.

G. Making An Earthquake is a sudden movement of the earth's crust caused by the release of
generalizations stress accumulated along geologic faults or by volcanic activity which can result to
and abstractions destruction of properties and the loss of many lives.
about the lesson
H. Evaluating Learning Directions: Read each item carefully. Choose the letter of the correct answer.
1. When was the 7.7 Earthquake took place in the Philippines?
a. 1990 b. 1991 c. 1890 d. 1891
ans. A
2. Where in the Philippines this earthquake have badly hit?
a. Luzon b. Mindanao c. Mindoro d. Baguio
ans. D
3. Which of the following are safer in during an earthquake?
a. inside the house b. outside in an open area c. inside the car d. under a tree
ans. B
4. Which agency of the government in the Philippines is monitoring the movement of
the earth crust?
a. PHIVOLCS b. DOST c. PAGASA d. DENR
ans. A
5. It is a sudden movement of the earth's crust caused by the release of stress
accumulated along geologic faults or by volcanic activity.
a. typhoon b. flood c. tsunami d. earthquake
ans. D
I.Additional activities for Cut or copy 1 newspaper clippings about Earthquakes that happens in CALABARZON
application or Area. You can also get your news item from the internet
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the e
B. No. of learners who require
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 these worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
Use or discover which I wish
to share with other
teachers?
 Prepared by: Checked:
ELLEN MAE P. PASTRANA JONATHAN B. RECTO
Teacher I Principal I

SCHOOL ANECITO PANOLINO INTEGRATED SCHOOL GRADE LEVEL GRADE 8

GRADE 8
TEACHER ELLEN MAE P. PASTRANA Learning Area Science
Teaching QUARTER Second
(Earth
Daily Lesson Log Date &
Time Science)
WEEK: 2
I. OBJECTIVES 1. Describe the appearance of a fault and
2. Explain how a fault forms
A. CONTENT STANDARDS Demonstrate an understanding of the relationship between faults and
earthquakes
Participate in decision making on where to build structures based on knowledge
B. PERFORMANCE of the location of active faults in the community.
STANDARDS
C. Learning Explain how movements along faults generate earthquakes. S8ES-IIa-
Competencies / 14
Objectives
II. CONTENT Module I: EARTHQUAKES AND FAULTS
Lesson 2: WHAT IS A FAULT?
III. LEARNING DLP, PPT, LAS
RESOURCES
IV.PROCEDURES
A. Reviewing Why do earthquake occur?
previous lesson What is the relationship between earthquakes and faults?
or presenting the
new
lesson
B. Establishing a Earthquakes are associated with faults. When a fault suddenly
purpose for moves, an earthquake occurs. Do you know what a fault is?
the Lesson Let’s do this activity to find out: Demonstrate activity in LM pp.
116-118 on A fault-y setup
C. Presenting What do you think is this picture?
examples /
instances of the
new lesson

D. Discussing new Let’s find out if your answer is correct as we go along with our
concepts lesson.
and practicing
new skills #1
E. Developing 1. What happened to the pile of sand when you moved the sheets slowly
mastery into opposite direction?
(Leads to Formative 2. As you move the sheets, what formed in the sand?
Assessment 3)
F. Finding practical Picture analysis:
applications of
concepts
and skills in daily
living

Analyze and explain the picture applying your idea of faulting.

G. Making A fault is a fracture or zone of fractures between two blocks of rock.
generalizations Faults allow the blocks to move relative to each other. This movement
and abstractions may occur rapidly, in the form of an earthquake or may occur slowly, in
about the lesson the form of creep. Faults may range in length from a few millimeters to
thousands of kilometers. Most faults produce repeated displacements
over geologic time.
H. Evaluating Complete the paragraph by filling up the blanks with
Learning the correct words.
A ___1_____ is a fracture or zone of fractures between
two blocks of___2___. Faults allow the blocks to move relative
to each other. This ____3______may occur rapidly, in the form
of a ______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)
I.Additional activities Give additional word problems if needed
for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the e
B. No. of learners who
require
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 these worked?
F. What difficulties did I
encounter which my
principal
or supervisor can help me
solve?
G. What innovation or
localized
materials did I
Use or discover which I
wish
to share with other
teachers?

Prepared by: Checked:

ELLEN MAE P. PASTRANA JONATHAN B. RECTO
Teacher I Principal I
 SCHOOL ANECITO PANOLINO INTEGRATED SCHOOL GRADE LEVEL GRADE 8
GRADE 8
TEACHER ELLEN MAE P. PASTRANA Learning Area Science
Teaching QUARTER Second
(Earth
Daily Lesson Log Date &
Time Science)
DAY: 3
I. OBJECTIVES 1. Explain the effect of bending of rocks along faults and
2. Relate fault movement and earthquake
A. CONTENT STANDARDS Demonstrate an understanding of the relationship between faults and
earthquakes
Participate in decision making on where to build structures based on knowledge
B. PERFORMANCE of the location of active faults in the community.
STANDARDS
C. Learning Using models or illustrations, explain how movements along faults
Competencies / generate earthquake.
Objectives
S8ES-IIa- 14
II. CONTENT Module I: EARTHQUAKES AND FAULTS
Lesson 3: HOW DO FAULTS PRODUCE QUAKES?
III. LEARNING DLP, PPT, LAS
RESOURCES
IV.PROCEDURES
A. Reviewing Why not all movement along faults produce earthquake?
previous lesson
or presenting the
new
lesson
B. Establishing a Using the given materials and following the procedures you should be
purpose for able to simulate how rocks bend along a fault. Demonstrate activity in LM
the Lesson pp. 122-124 on Stick ‘n’ shake
C. Presenting Are you familiar with Pilita Corales (Asia’s queen of song)? How does she
examples / sing? Can you do the same thing she does? Let us now go further with
instances of the our lesson and discover how Pilita’s style of singing relates to our lesson.
new lesson
D. Discussing new The activity you just performed simulates how rocks bend
concepts along a fault. Think of a ruler as if they were put of the ground,
and practicing how can you figured it?
new skills #1
E. Developing 1. What happens when the bending becomes too much?
mastery 2. What is the effect of bending of rocks along fault?
(Leads to Formative
Assessment 3)
F. Finding practical Earthquakes can happen anytime, anywhere. They’ve all occurred where
applications of there has been frequent activity in the past and where there will be
concepts frequent activity in the future.
and skills in daily
living -John Minsch

G. Making Earthquakes occur on faults. A fault is a thin zone of crushed rock

generalizations separating blocks of the earth's crust. When an earthquake occurs on one
and abstractions of these faults, the rock on one
about the lesson side of the fault slips with respect to the other.
H. Evaluating In not more than 5 sentences, differentiate fault movement
Learning from earthquake.
I.Additional activities Bring to class the following materials: Scissors, paste and fault
for model
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the e
B. No. of learners who
require
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 these worked?
F. What difficulties did I
encounter which my
principal
or supervisor can help me
solve?
G. What innovation or
localized
materials did I
Use or discover which I
wish
to share with other
teachers?

Prepared by: Checked:

ELLEN MAE P. PASTRANA JONATHAN B. RECTO
Teacher I Principal I

SCHOOL ANECITO PANOLINO INTEGRATED SCHOOL GRADE LEVEL GRADE 8

GRADE 8
TEACHER ELLEN MAE P. PASTRANA Learning Area Science
Teaching QUARTER Second
(Earth
Daily Lesson Log Date &
Time Science)
DAY: 4
I. OBJECTIVES 1. Describe what a fault is and how these faults related to earthquakes.
2. Explain how faults generate earthquakes; and
3. Explain why not all movement along faults produces earthquakes.
A. CONTENT STANDARDS Demonstrate an understanding of the relationship between faults and
earthquakes
Participate in decision making on where to build structures based on knowledge
B. PERFORMANCE of the location of active faults in the community.
STANDARDS
C. Learning Explain how movements along faults generate earthquakes.
Competencies / S8ES-IIa- 14
Objectives
II. CONTENT Module I: EARTHQUAKES AND FAULTS
Lesson 3: HOW DO FAULTS PRODUCE QUAKES?
III. LEARNING DLP, PPT, LAS
RESOURCES
IV.PROCEDURES
A. Reviewing Recall the appearance of a fault.
previous lesson
or presenting the
new
lesson
B. Establishing a Demonstrate activity in LM pp. 120-122
purpose for
the Lesson
C. Presenting Ask the class about Michael Jackson's famous moonwalk. The teacher
examples / can demonstrate it or let a student do the moonwalk in front of the class.
instances of the Ask the possible relationship of the movement of the shoes and the floor.
new lesson
D. Discussing new Answer the questions in LM pp. 122. (Explain each answer as what have
concepts been seen in the activity)
and practicing
new skills #1
E. Developing 1. What happened to the boxes as the rubber band is being pulled?
mastery 2. What happens to the house in relation to the position of the fault?
(Leads to Formative
Assessment 3)
F. Finding practical Applying your learning on the lesson presented, explain why not all
applications of movement along faults produced earthquakes.
concepts
and skills in daily
living
G. Making The ground in the area of fault tends to remain not moving because of
generalizations frictional force between the two opposing plates (boxes). As stronger
and abstractions forces (rubber band) shakes up the fault, the friction (tape) can no longer
about the lesson hold up the plates (box) thus resulting to a slip in the plates creating a jerk
called earthquake.
H. Evaluating Directions: Pair the given term according to your observation. Write your answer on the
Learning number below.
Two box ________________ earthquake
Tape _____________ shaking
As you pull the rubber bond ____________ fault
A crack on the ground ____________ frictional force
A sudden jolt _________________ opposing plates
I.Additional activities Bring the following materials next meeting:
for two plastic ruler
application or a bar of clay
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the e
B. No. of learners who
require
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 these worked?
F. What difficulties did I
encounter which my
principal
or supervisor can help me
solve?
G. What innovation or
localized
materials did I
Use or discover which I
wish
to share with other
teachers?
Prepared by: Checked:
ELLEN MAE P. PASTRANA JONATHAN B. RECTO
Teacher I Principal I