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Science 8 DLP sample

This lesson plan for Grade 8 Science focuses on understanding earthquakes and faults, including their causes and effects. Students will engage in activities to differentiate between key concepts such as epicenter and focus, and learn about the importance of safety measures related to earthquakes. The plan includes assessments, discussions, and practical applications to reinforce learning objectives.

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sharmaine.espanola
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4 views

Science 8 DLP sample

This lesson plan for Grade 8 Science focuses on understanding earthquakes and faults, including their causes and effects. Students will engage in activities to differentiate between key concepts such as epicenter and focus, and learn about the importance of safety measures related to earthquakes. The plan includes assessments, discussions, and practical applications to reinforce learning objectives.

Uploaded by

sharmaine.espanola
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School BOOL NHS Grade & Section 8

DAILY Teacher SHARMAINE M. ESPANOLA Learning Area SCIENCE


Teaching Dates
Quarter 2
& Time
Week No. 1 Day 1 Duration 60 mins
LESSON PLAN

I. OBJECTIVES
1. Using models or illustration, explain how movements along the faults generate
A. Learning
earthquakes. S8ES-II a-14
Competency
2. Differentiate the: a. epicenter from its focus, b. intensity of an earthquake from its
magnitude, c. active and inactive faults. S8ES-II a-15
II. CONTENT Earthquakes and Fault
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials Science 8 Learners Manual Page 116-127
pages
B. Other Learning
Rubric for fault model, sand, newspaper
Resources
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson.

B. Establishing a Conduct a Pre-assessment to module 1 of unit 2.


purpose for the Ask from the class to name songs about broken hearts also ask for some volunteer to sing a
AWARENESS

lesson. paragraph of the song. Ask students what is the message of the song. Lead the class to
other meaning of the word BREAK.
The word “break” refers to a crack in the ground. The word “crust” refers to the outermost
layer of the Earth. We live on the surface of the crust. “Significant movement” means that
the rocks have been displaced or shifted considerably.
C. Presenting
examples/insta
nces of the new
lesson.

D. Discussing the Demonstration of the following:


new concepts The activity is supposed to simulate what the ground looks like as rocks move along a fault.
and practicing Activity Proper on “A fault-y setup”
new skills #1.
ACTIVITY

As you move the sheets, what is formed in the sand?


Answer: A crack, ‘line’ or break is formed in the sand.
What happens to the lines?
Answer: The lines are shifted or displaced.
E. Discussing the Natural phenomena is inevitable but there are ways we can get rid of possible destruction
new concepts of properties and loss of lives. That is why in the Sustainable Development Goals of the
and practicing Government particularly in the Industry, Innovation and Infrastracture, it is always
new skills #2. ensured that these infrastractures are safe and hazard free to avoid damages that may be
cause by earthquakes.
F. Developing What do you call the break in the Earth’s crust where significant movement occurred?
mastery What do you call the point within the Earth where seismic waves originate?
ANALYSIS

(Leads to Name some methods of spotting an active fault.


formative What are the different types of fault?
assessment 3). How do we get rid of possible damage of property and loss of lives?
G. Making Use the picture for students to summarized their
generalization understanding on how to identify faults and how it is being
and abstraction formed.
about the Compare what you see in the picture and what you saw in the

ABSTRACTION
lesson. activity. Is there something in the picture that looks like what
was formed in the activity? Do you see anything similar?

Ask the class to describe faulting and enumerate some of its


hazard effects.
(Active faulting is considered to be a geologic hazard - one related to earthquakes as a
cause. Effects of movement on an active fault include strong ground motion, surface
faulting, tectonic deformation, landslides and rockfalls, liquefaction, tsunamis, and
seiches.)
H. Finding If you can see cracks in your locality what and whom are you going to notify, and why?
practical What is the indication of breaks in the walls of our homes?
application of Have you seen roads with breaks or faults?
concepts and How do we get rid of possible loss of lives and damage to properties?
APPLICATION

skills in daily Natural phenomena is inevitable but there are ways we can get rid of possible destruction
living. of properties and loss of lives. That is why in the Sustainable Development Goals of the
Government particularly in the Industry, Innovation and Infrastracture, it is always
ensured that these infrastractures are safe and hazard free to avoid damages that may be
cause by earthquakes.
I. Evaluating How do you describe a fault? Use some common examples.
ASSESSM

learning. Using the template photocopy and let the students make their own fault model.
ENT

Complete the drawing/illustration asked in your activity sheet.(page of G8 Science LM

J. Additional Make a letter of information to local officials informing about a unusual breaks in your
ASSIGNM

activities for area. State reasons for demanding immediate action for the safety of the community.
ENT

application or
remediation.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lesson work? No. of
learner who caught up
with the lesson
D. No. of learner 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?

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