GRADE 8 Las Piñas City Technical- Grade

School: 8
DAILY LESSON Vocational High School Level:
PLAN Learnin
Teacher: MR. JOHN REY Y. PELLEJERA Science
g Area:
Teaching
Dates
Quarter: Second
and
Time:

I. OBJECTIVES
The learners demonstrate an understanding of the relationship between faults and
A. Content Standards:
earthquakes
The learners shall be able to:
B. Performance Standards: Participate in decision making on where to build structures based on knowledge of the
location on active faults in the community.
C. Learning Using models or illustrations, explain how movements along faults generate
Competencies/Objectives earthquakes (S8ES-IIa-14)
: 1. Explain how faults are formed (S8ES-IIa-14.1.2)
Write the LC Code for 2. Construct fault models. (S8ES-IIa-14.1.3)
each 3. Differentiate the three types of faults (S8ES-IIa-14.1.4)
II. CONTENT Earthquakes and Faults
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials
Student’s module and worksheets
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
https://youtu.be/Zovz6-TAS7I, https://youtu.be/JT9b2VCzCe0,
B. Other Learning
https://youtu.be/dpQ-4VmZYcc?t=6
Resources

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S RESPONSE

A. Preparatory Activities/Daily Routine
1. Greetings
“Good morning class!” “Good morning, sir JR!”

2. Prayer
“Now class, who would like to lead the prayer?” (One student will raise his hand,
and will lead the prayer)
“Thank you for that prayer.”

3. Checking for Cleanliness

“Okay, class. Before seating, kindly arrange your
chairs properly and pick-up the pieces of trash
under your chairs.”
“Yes, sir!”
 “And you may all sit now.”

4. Checking of Attendance
“Now, let us check the attendance, class
president do we have any absentees today?” “Thank you, sir!”

5. Quote of the day

(Students will read the quote of the

day)

(Show a video of an earthquake to the students)

https://youtu.be/Zovz6-TAS7I

(Ask the students about their experience, if any, on

earthquake or their perception about earthquake.)

(Teacher may ask someone from the class to share

one’s experience and ask.) “Sir the earth is shaking”
A. Reviewing Previous “What is happening on the video?”
“yes sir”
Lesson or Presenting
the New Lesson “Have you experienced an earthquake?”
“I am very scared sir”
“What did you feel and what did do during that
time?”
“Stay calm sir”
“What did you learn from that experience?”
“If there’s an earthquake sir, I will
“How will you apply the things that you have learned follow the duck cover and hold.
if in case an event similar to that will occur?”
A. Establishing a (The teacher will show a picture of an egg)
Purpose for the “Class what is in the picture”
Lesson

“What are the characteristics of an egg?” “It has a strong shell sir”
“Very good observations!”
“Do you agree that the Earth’s crust is just like the
shell of an egg? Why or why not? “Yes sir”
“Can you compare the eggshell to the land masses of
the earth?”

-It is like an eggshell that is cracked and

put back together again.
-It looks like the pieces of a jigsaw puzzle.
-The Earth’s tectonic plates and egg’s
shell are very much alike. Earth’s crust is
broken into many tectonic plates.
 (The teacher will show the pictures.)

B. Presenting
Examples/Instances
of the Lesson

The teacher will ask the class:

“What is the picture all about?”

“What do you feel seeing all these pictures?”
“Do you know that many earthquakes happen every
day?”

The Philippines, being in the Ring of Fire, is “it shows cracks sir”
prone to earthquakes. But you do not need to
worry, most of these earthquakes are too “yes sir”
weak to be felt. We just always have to be
alert.
A. Discussing New “From the pictures that I have shown you, do you
Concepts and know what causes those cracks to occur?”
Practicing New
Skills #1 “What do we call those cracks?”

Earthquakes occur far from the edges of plates,

along faults. Faults are cracks in the earth where
sections of a plate (or two plates) are moving in
different directions. Faults are caused by all that
bumping and sliding the plates do.

“For us to fully understand what Fault is, let’s do this

activity by group. I will divide the class into 5 groups
and each group must have a representative to explain
their work later.”
Activity 1. THIS IS MY FAULT!

    A crack, line or break is formed in

the sand.
The parallel lines are shifted or
displaced.

“Each group gave a very good output and

observations. For the next activity with the same
group please do the second activity.”
  

Activity #2: Observe the picture and answer

the questions below:

B. Discussing New
Concepts and Do you see anything unusual?
Practicing New
_________________________________
Skills #2
Do you see anything similar in the picture Yes, there is a break across the road
that was formed in the activity? in the picture. 
_________________________________
Based on the picture, what is a fault?        The crack in the sand and the
_________________________________ break acroos the road is similar.

  Fault is a crack or break on the

ground or earth’s crust.

C. Developing “For our next activity, I will divide the class into 4
Mastery groups” Each group will be given different activities.
(Leads to Formative “After 10 minutes, a representative will explain in 2
Assessment 3) minutes their group’s output to the class.” This is how
you will be graded.

(Activity sheets and materials will be provided)

CRITERIA
CONTENT-----------------10 PTS
PRESENTATION----------5 PTS
COLLABORATION--------5 PTS
TIME MNGT.----------------5 PTS
TOTAL—25 PTS

Group 1.Watch the video then do the activity below.

https://youtu.be/JT9b2VCzCe0
Label the three kinds of stress

A. Tension
B. Shearing
C. Compression

The stress that is built up causes

“for the second group, they will also watch another
video and will answer the activity sheet below.”
faults or cracks in Earth’s crust.  
When one plate or rock pushes,
pulls or squeezes against another,
stress builds up. There are three
kinds of stress. They are
compression, tension, and shearing.

Group 2. Watch the video then do the activity below.

https://youtu.be/dpQ-4VmZYcc?t=6
 Activity #2
Fill-up the table below.
A. Normal Faults: This is the most
common type of fault. It forms when
rock above an inclined fracture
plane moves downward, sliding
A
along the rock on the other side of
the fracture.

B. Reverse or Thrust Faults: The

opposite of a normal fault, a reverse
fault forms when the rocks on the
B
“uphill” side of an inclined fault
plane rise above the rocks on the
other side. These are caused by
compression. Reverse faults often
form along convergent plate
boundaries.
C
C. Strike-slip Faults: Sometimes
referred to as a lateral fault, this
What is a
Group 3 type forms when the blocks of rock
Fault?
Type of A. B. C. on either side of a vertical (or nearly
Fault vertical) fracture move past each
other. These faults are described as
Description right lateral or left lateral,
depending on which way the
movement goes.
These are caused by shearing.
Strike-slip faults often
form in a transform plate boundaries

Group 4
 Role Playing
Directions: You have learned that faults causes
earthquakes, with the same group, make a 2 -minute (the students will do the activity)
role playing act showing what people do when
earthquake strikes. This is how your group will be
graded.
D. Finding Practical
Applications of CRITERIA
Concepts and Skills RATING
in Daily Living The concept being conveyed is delivered 5 4 3 2 1
clearly.
Role was played in a convincing and 5 4 3 2 1
consistent manner.
Role-play was well prepared and organize. 5 4 3 2 1
Role-play captured and maintained 5 4 3 2 1
audience interest.
Directions: Complete the statement.
E. Making
Generalizations I have learned in the activities that these
and Abstractions fault models are intended to help me to…
about the Lesson ___________________________________________________________

F. Evaluating Directions: Write FACT if the statement is correct

Learning and BLUFF if it is incorrect.

__________1. When too much bending occurs in the

rocks and the limit is reached,
the rocks suddenly snap.
__________2. The bent rocks straighten out and
vibrate after snapping.
__________3. The vibrations can travel in all
directions and people in different places
will feel them as a quake.
__________4. An earthquake is a vibration of the
 Earth due to the rapid release of energy.
__________5. Every time the fault slips there is
earthquake.

Homework:
Activity : DESCRIBE ME!
Directions: Identify the numbered parts using
the images below to complete the concept map.
G.Additional
Activities for
Application or
Remediation

V. REMARKS

VI. REFLECTION
Learners who earned 80% above.
A. No. of learners who earned ________ Chives _________ Basil
80% in the evaluation ________ Tarragon _________ Parsley

B. No. of learners who require Learners who require additional activities for remediation
additional activities for ________ Chives _________ Basil
remediation ________ Tarragon _________ Parsley

C. Did the remedial lessons

____Yes ____No
work? No. of learners who
have caught up with the
__________# of Learner who caught up the lesson.
lesson
D. No. of learners who
continue to require __________# of Learners who continue to require remediation.
remediation

___ Experiment
___ Role Play
E. Which of my teaching ___ Collaborative Learning
strategies work well? Why ___ Differentiated Instruction
did these work? ___ Lecture
___ Discover
Why? _________ Complete IMS

F. What difficulties did I

___ Bullying among pupils ___ Pupils’ behavior/attitude
encounter which my
___ Colorful IMs
principal or supervisor can
___ Unavailable technology Equipment (AVR/LCD)
help me solve?
___ Science/Computer/ Internet Lab
G. What innovations or
___ Localized Videos
localized materials did I
___ Making big books from views of the locality
use/discover which I wish to
___ Recycling of plastics for contemporary arts
share with other teachers?
___ locals musical composition
Prepared by:
REYNA LYN M. CAMILING
Science Teacher
Checked by:

CHRISTINE S. MANGCOY
Science Coordinator

CYNTHIA B. ONG
Master Teacher

Reviewed by:

VILMA G. EBANO
Master Teacher II/ OIC PRINCIPAL

Noted by:

DR. RAQUEL M. AUSTERO

Education Program Supervisor

IRENE C. AGAR
Public Schools District Supervisor

Approved by:

JOEL T. TORRECAMPO
Schools Division Superintendent