School Grade Level 8

DAILY LESSON Teacher Learning Area Science

LOG Teaching Dates Quarter Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
(Write the LC code for each.)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional materials
from Learning Resources
(LR) portal
B. Other learning resources
The learners demonstrates an understanding of: the relationship The learners demonstrates an understanding of: the relationship
between faults and earthquakes between faults and earthquakes
The learners shall be participate in decision making on where make an emergency plan and prepare an emergency kit for use at
able to: to build structures based on knowledge home and in school
of the location of active faults in the
community
using models or differentiate the demonstrate how underwater earthquakes generate tsunamis;
illustrations, explain 2.1 epicenter of an earthquake from its S8ES-IIb-16
how movements along focus; Explain how earthquake waves provide information about the
faults generate 2.2 intensity of an earthquake from its interior of the earth S8ES-IIc-17
earthquakes; magnitude;
8ES-IIa-14 2.3 active and inactive faults;
S8ES-IIa-15
Earthquakes and Faults
67- 88
115-136
Powerpoint
Video clips
presentation

IV. PROCEDURES
A. Reviewing the previous The Philippines is located along the Ring of Fire. What is the relationship between earthquakes and faults?
 lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
How does this affect us? What is the connection between earthquakes and tsunamis?
Where do earthquakes start? Why do
earthquakes occur?
The students must learn about earthquakes in
order to survive.
Describe the appearance of a fault and explain Differentiate between focus and epicenter
how a fault forms
Explain how faults generate earthquakes Demonstrate how movement along faults affect the surroundings
Explain why not all movement along faults
produces earthquakes
Explain the effect of bending of rocks along faults Explain how tsunamis are generated
Relate faults movement and earthquakes Infer why tsunamis do not always occur even when there is an earthquake
Can earthquakes be predicted? How? How can you be safe Why is there a need to be prepared
Why is the Philippines considered one of the most during an earthquake? before and after an earthquake?
seismically active places on Earth?
To help people become prepared and thus reduce the risk of
disaster during and after earthquake.
An earthquake refers to the shaking of Earth when energy stored in rocks deep inside
Earth is released. Earthquakes happen along tectonic plate boundaries or along active faults. The theory of plate tectonics explains the formation and
movement of the plates of Earth.
Quizzes, Experiments, Activities, Assignment
Peer tutoring
 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 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?