School Sta.
Ana National High School Grade Level GRADE 8
DAILY
Teacher JOMAR Y. RAFIL Learning Area SCIENCE
LESSON
LOG Teaching
January 25-29, 2021
Dates and Quarter SECOND
8 am – 12 noon
Time
I. OBJECTIVES
A. Content Standards Demonstrate an understanding of the relationship between faults and earthquakes.
B. Performance Participate in decision making on where to build structures based on knowledge of the
Standards location of active faults in the community.
C. Learning
Explain how movements along faults generate earthquakes.
Competencies (Write the
S8ES-IIa-14
LC code for each)
D. Learning Objectives 1. Describe the formation and causes of faults and how faults generate earthquakes;
2. Identify the different types of faults and explain the relationship between faults and
earthquakes.
II. CONTENT
A. Lesson/ Topic Module 1: EARTHQUAKES AND FAULTS
Lesson1: EARTHQUAKES AND FAULTS (Introduction)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
LG Page 115-122
Pages
2. Learning Materials
Learners Module, DLP and PC
Pages
3. Textbook pages
4. Additional Materials http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-
from Learning Resource philippines
(LR) Portal
B. Other Learning https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/7110/Seismic%
Resources 20Waves%20and%20Earths%20Interior%20PPT.pdf
http://www.youtube.com/watch?v=HKLIB8n2ef8
https://newsinfo.inquirer.net/1183933/powerful-earthquake-hammers-cotabato-
parts-of-mindanao-anew#ixzz6pHLYcvE6
https://www.globaltimes.cn/content/1167203.shtml
IV. PROCEDURES
A. Reviewing previous If you recall, it was mentioned in Grade 7 that the Philippines is located along the Ring
lesson or presenting the of Fire. How does this affect us?
new lesson
B. (ACTIVITY) (Strategy : News Article Reading & Reading Comprehension)
Establishing a ( Subject Integration : Language and Reading )
purpose for the
lesson Let us read the news article below.
Powerful earthquake hammers Cotabato, other parts
of Mindanao a new
A powerful earthquake pounded Tulunan, Cotabato and other parts of Mindanao anew
on Thursday morning, the Philippine Institute of Volcanology and Seismology
(Phivolcs) said.
In its updated earthquake bulletin, Phivolcs said the magnitude 6.5 earthquake
struck 28 kilometers northeast of Tulunan at 9:11 a.m.
A hotel in Kidapawan City sustained heavy damaged and nearly collapsed due to the
latest earthquake.
Damaged buildings were likewise reported in Davao City and other parts of Mindanao.
The latest earthquake was recorded at Intensity VII in Tulunan, Cotabato; Kidapawan
City; Sta. Cruz, Matanao, Bansalan and Magsaysay in Davao del Sur; and Intensity VI
in Tampakan, South Cotabato.
The other intensities measured are the following:
Intensity V – General Santos City; Tupi, South Cotabato; Isulan, Sultan Kudarat
Intensity IV- Lebak, Sultan Kudarat
Instrumental Intensities:
Intensity VII – Kidapawan City
Intensity V- Malungon, Sarangani; Tupi, South Cotabato
Intensity IV- Kiamba and Alabel in Sarangani; Koronadal City; General Santos City
Intensity III – Gingoog City; Cagayan De Oro City
The earthquake was tectonic in origin and had a depth of 6 km.
Phivolcs warned of possible aftershocks and damage to infrastructure.
The strong temblor is the latest in a series of earthquakes that rocked Cotabato and
nearby province and left at least seven people dead and caused significant damage to
property. /gsg
By: Daphne Galvez - Reporter / @DYGalvezINQ
INQUIRER.net / 09:51 AM October 31, 2019
Can you describe what happen to the hotel building.
(A destroyed, collapsed building)
Can anyone remember this event and where it was happen?
(Oct. 31, 2019 earthquake at Kidapawan City with magnitude of 6.5)
What do you think cause the destruction of the building?
(Due to ground shaking or earthquake)
Why do earthquake occur?
(Due to the vibration of earth due to rapid release of energy.)
What is the relationship between earthquakes and faults?
Earthquakes are associated with fault. When a fault suddenly moves, an earthquake
occurs.
Do you know what a fault is?
(Fracture or zone of fractures between 2 blocks of rocks to move)
( Strategy: Direct Instruction and Demonstration )
Let’s do this activity to find out. Demonstrate activity in Learners Material pages 116-
118 with a title “A fault-y-set up”
C. (ANALYSIS) ( Strategy : Picture analysis )
Presenting What do you think is this picture?
examples/instances of
the new lesson
October 31, 2019 at Magsaysay, Davao del Sur
(Strategy: Direct Instruction, Demonstration and Lecture )
Understanding on the concept on pages 116-118 with a title “A fault-y-set up”.
D. Discussing new
Let’s find out if your answer is correct as we go along with our lesson.
concepts and practicing
1. What happened to the pile of sand when you moved the sheets slowly into
new skills #1
opposite direction?
2. As you move the sheets, what formed in the sand?
E. Discussing new
concepts and practicing
new skills #2
F. (ABSTRACTION)
Developing Mastery
(Leads to Formative
Assessment)
Study the four illustrations of fault models that depict various ground/ crust
movements.
1. Which of the four illustrations depict normal faulting? How would the
surroundings be affected once an earthquake occurs in this region?
2. Which illustration depicts reverse faulting? How would the surroundings be
affected once an earthquake occurs in this region?
3. If a road is built across the fault in Illustrations A and B, what would happen
to this road once ground movement occurs? What kind of fault exists in this
area?
G. (APPLICATION) (Strategy : Jingle Making)
Finding practical (Subject Integration : Music and DRRM)
applications of concepts Directions: Make a jingle about what people do when earthquake strikes.
and skills in daily living. 4 3 2 1
Lyrics Lyrics are Lyrics are Lyrics are Lyrics are not
extremely catchy, somewhat catchy, did not
catchy, mention mention at catchy, mention any
at least 3 ways least 2 ways mention a way ways people
people must do people must people must must do when
when do when do when earthquake
earthquake earthquake earthquake strikes and not
strikes and are strikes and are strikes and are simple.
simple. simple. simple.
Melody Contains three Contains two Contains one Lacks the
or more qualities of an qualities of an qualities of an
qualities of an effective effective effective
effective jingle: jingle: short; jingle: short; jingle: short;
short; catchy; catchy; simple catchy; simple catchy; simple
simple or or repetitive. or repetitive. or repetitive.
repetitive.
Presentation Excellent Some Little Lacks
creativity; very creativity; creativity; a creativity; not
well thought most parts few parts very thought
out. appeared to appeared to out.
have been have been
thought out. thought out.
Overall Extremely Cohesive; all Somewhat Lacks
Effectiveness cohesive; all parts cohesive; all cohesive;
parts interrelate interrelate parts parts do not
very well very well interrelate interrelate.
somewhat.
H. Making (Strategy : Graphic Organizer)
generalizations and Complete the table below by writing the missing information that can be found inside
abstractions about the the box.
lesson. Type of Stress Tension (1) Shear
Types of
(2) (3) (4)
Fault
Types of
Divergent Convergent (5)
Boundary
The hanging wall moves
What is
downward relative to (6) (7)
Happening?
the footwall.
Illustration (8) (9) (10)
THE HANGING WALL MOVED UP RELATIVE
NORMAL
TO THE FOOT WALL.
COMPRESSION
THE BLOCKS OF CRUST HAVE LATERALLY
REVERSE
MOVED RELATIVE TO EACH OTHER.
SLIDE-SLIP
TRANSFORM BOUNDARY
I. Evaluating Learning Complete the paragraph by filling up the blanks with correct words.
(Strategy : Building Vocabulary)
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 )
J. Additional activities Home Delight
for application or Construct a fault block and demonstrate the difference between Normal fault, Reverse
remediation fault and Strike-Slip fault through illustrations. For Strike-Slip fault illustrate the top
view of the model.
V. REMARKS
VI. REFLECTION
a. No. of learners who
earned 80% in the 200 out of 246 Learners
evaluation
b. No. of learners who
require additional
46 out of 246 Learners
activities for remediation
who scored below 80%
c. Did the remedial
lesson work? No. of
learners who have Yes, the remedial lesson work.
caught up with the
lesson.
d. No. of learners who
continue to require 5 out of 20 Learners
remediation
e. Which of my teaching
strategies worked well? Demonstration and Hands-on-Activities using models.
Why did these work?
f. What difficulties did I
encounter which my Students’ understanding on the concept using English language.
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
The use of ICT.
use/discover which I
Using localized examples.
wish to share with other
teachers?
Prepared by: Checked by: Observed by:
JOMAR Y. RAFIL MITOS L. POLANGCOS GUIÑEZ , NELSON R.
SST-II Master Teacher 1 HT-III , Science Department Head
REUEL A. ALVAREZ EdD. PhD WENEFREDO E. CAGAPE, EdD, PhD
Principal IV Public Schools District Supervisor
Cluster 1
