DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
__8__ ____2nd/ Earthquakes and Faults_______ ____1 Hour 1

I. OBJECTIVES
The learners demonstrate an understanding of the relationship between
A. Content Standards
faults and earthquakes.
The learners shall be able to make an emergency plan and prepare an
B. Performance Standards
emergency kit for use at home and in school.
C. Learning Competencies/ Differentiate the epicentre of an earthquake from its focus.
Objectives
(Write the LC code) (S8ES-11a-15)
II. CONTENT Earthquake focus and epicentre ;
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.
2. Learner’s Materials pages pp. 125-130
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
ELICIT (5 Minutes)
a. Review:
The teacher reviews the past lesson in a form of a short quiz using the
Plicker Cards.
1. It is a break in the Earth’s crust where significant movement
occurred
a. Intensity b. focus
c. focus d. fault
2. PHILVOLCS stands for ___________?
a. Philippine Institute of Volcanology and Seismology
b. Philippine Institute of Volcanology and Seisnology
c. Philippine Institute of Volcanology and Sismology
d. Philippine Institution of Volcanology and Seismology
A. Reviewing previous lesson
or presenting the new
3. Earthquakes are common in the Philippines because it is located in an
lesson area called _______.
a. Southeast Asia b. Earthquake Prone Area
c. Pacific Ocean d. Pacific Ring of Fire
4. Which of the following statements is FALSE about an earthquake?
a. Earthquakes have caused countless deaths all over the world.
b. Earthquake was caused by movement along the fault
c. Earthquake is a vibration of the Earth due to the rapid release of
energy.
d. Earthquakes with a magnitude of 2 can cause severe damage.
5. How do faults produce earthquake?
a. Energy from inside the Earth makes the ground move, once friction is
overcome, a fault slips producing earthquake.
b. Magma and lava causes the ground to spread producing faults.
c. Molten rock materials accumulate and go out along the fault
producing earthquake.
d. Tectonic plates collide forming volcanoes and causing earthquakes.
B. Establishing a purpose for ENGAGE ( 5 Minutes)
the lesson
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
__8__ ____2nd/ Earthquakes and Faults_______ ____1 Hour 2

b. Motivation: “Ang hirap I-espelingin”

Students will be grouped into 5. Representative per group will spell
C. Presenting the given words by giving the right letter alternately. He who will
examples/instances of the give wrong letter will be eliminated until 1 person will be left.
new lesson
 Words to be spelled: epicenter, focus, fault plane, fault line
 Teacher will ask “ What do you understand about these
terms?
D. Discussing new concepts EXPLORE ( 15 minutes)
and practicing new skills #1
E. Discussing new concepts Working by group, the class will do the activity, “Where does an
and practicing new skills #2 earthquake start?”
Objectives:
After performing this activity, you should be able to:
1. Differentiate focus from epicentre; and
2. Demonstrate how movement along faults affect the surroundings.
Materials:
Fault model scissors paste
Procedures:
1. Paste or glue the fault model onto a piece of folder or cartolina.
2. Fold along the lines and paste where indicated. In the end, you
should have a model consisting of two parts that fit together
( Figure 13).

Q1. What does the upper surface of the model represent? How about the
trace on the surface?
Ans. ______________________________________________
(Note : Choose from the mystery box the answers in questions 1-4.)

3. Pull the two pieces apart (Figure 14).

Q2. What do you call the upper surface between the two pieces where fault
slips or movement happens?
Ans.________________________________________________
Q3. What do you call the point where fault begins to slip and movement
occurs?
Ans. _______________________________________________

4. Put the two pieces of the model together. The focus is now hidden
“underground”. Now , imagine a vertical line from the focus to the
upper surface of the model. Mark the spot where you expect the
line to come out.
Q4. What do you call the spot directly above the focus to the upper surface
of the model?
Ans. ______________________________________

5. Use your model to show different types of movement along a fault.

Q5. How would the surroundings be affected by these movements?

 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
__8__ ____2nd/ Earthquakes and Faults_______ ____1 Hour 3

Ans.______________________________________________________
______________________________________________________
The Mystery Box
Epicenter
Focus
Fault plane
Surface of the Earth
Fault line

EXPLAIN (10 Minutes)

F. Developing mastery (leads
to Formative Assessment 3) One group representative will report their output to big class.

G. Finding practical ELABORATE( 5 minutes)

applications of concepts
and skills in daily living The teacher will show a video on the
H. Making generalizations and a. analogy of focus, epicenter and fault line including its definitions;
abstractions about the b. different fault movements
lesson
EVALUATE ( 10 minutes)
A representative per group will join the Search for Ms. Q & A RTOT 2018.
One question will be picked and answered by the candidates.
Questions to be asked:
1. Differentiate focus from epicenter.
2. How is focus and epicenter related to an earthquake?
I. Evaluating learning 3. How would the surroundings be affected by earthquakes?
4. What will you do if you are inside a building and an earthquake
occurs?
5. If given a chance to talk to a group of people about the necessary
measures when there is an earthquake, what will you say?

EXTEND( 10 minutes)

Each group will present a newscasting about an earthquake. Five

minutes will be given for practice.
J. Additional activities for
application or remediation Rubrics:
1. Voice Quality & Clarity -40 %
2. Content (Informative) -50%
3. Stage Presence -10%
TOTAL 100%
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
__8__ ____2nd/ Earthquakes and Faults_______ ____1 Hour 4

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?

Prepared by:

ROSILEND M. ROMANILLOS
ZAMBOANGA DEL NORTE

1. . What is the difference between the focus and epicenter of an earthquake? The focus is the point within the
earth where seismic waves originate; it is centered on the part of the fault that has the greatest movement.
The epicenter is on the earth's surface directly above the focus.

Epicenter-The point on the Earth's surface located directly above the focus of an earthquake. Focus-The location
where the earthquake begins. The ground ruptures at this spot, then seismic waves radiate outward in all directions.

How is a fault, a focus and an epicentre related to an earthquake?

The epicenter is the point on the surface directly above the focus, used for location purposes. When an epicenter
“slips,” the fault is the point of slippage where all energy is released to form the earthquake. The focus is the point
on the surface used for location purposes.
How do you determine the epicentre of an earthquake?
In order to locate the epicenter of an earthquake you will need to examine its seismograms as recorded by three
different seismic stations. On each of these seismograms you will have to measure the S - P time interval (in seconds