Republic of the Philippines

Department of Education
Region VIII
DIVISION OF EASTERN SAMAR
SOUTHERN SAMAR NATIONAL COMPREHENSIVE HIGH SCHOOL
Balangiga, Eastern Samar
School ID: 313502

School SSNCHS Grade Level 8

Teacher NEIL C. OBILLO Learning Area EARTH & SPACE
Date November 16, 2023 Quarter 2nd
Grade 8- SITAW- 7:30-8:30
Grade 8- AMPALAYA- 1:00-2:00
Week 2 Day 4

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the relationship between faults and
Standards earthquakes.
B. Performance The learners shall be able to:
Standards 1. Participate in decision making on where to build structures based on knowledge of
the location of active faults in the community.
2. Make an emergency plan and prepare an emergency kit for use at home and in
school.
C. Learning The learners should be able to
Competencies 1. Identify the different types of faults?
2. Describe the movement that occurs in each type of fault?
/ Objectives 3. Explain how movements along faults generate earthquakes. S8ES-IIa-14

II. CONTENT Epicenter vs Focus and Magnitude vs Intensity

III. LEARNING
RESOURCES
A. References
1. Learner’s Science 8 Quarter 2- Module 2: Earthquake’s Epicenter and Magnitude
Module
2. Additional
Materials
from
Learning
Resource
(LR)
Portal
B. Other CT/ Projector and Projector Screen/ Internet
Learning Illustrations and Models of Earthquake’s Epicenter and Magnitude
Resources

IV. PROCEDURES
A. Reviewing ELICIT
previous Magnitude and Intensity
lesson or The earthquake’s magnitude and intensity have different characteristics. Magnitude
presenting the measures the energy being released from the origin of the earthquake. It is measured by
an instrument called seismograph. The Richter Magnitude Scale measures the quantity
new lesson
of seismic energy released by an earthquake. Intensity is the strength of the trembling
made by the earthquake at a place. The intensity of an earthquake varies relying on
where you are and is determined by the Mercalli Scale.
 Active and Inactive Faults
Active faults are areas along in which displacement is expected to occur. Since a
shallow earthquake produces displacement across a fault, all shallow earthquakes occur
on active faults. These are considered to be geologic hazards. Inactive faults are areas
that can be identified, but which do not have earthquakes.
B. Establishing a ENGAGE
purpose for Earthquakes occur as large blocks of the Earth's crust move abruptly
the lesson past each other at a fault. At the point when the force of plate tectonics
makes the bits of the Earth's outside layer move, in some cases, the
C. Presenting
pieces do not slide easily past each other. There can be grinding along
examples or
the fault’s rough edges that catch the blocks of rocks. This makes it
instances of
hard for them to move past one another. Sometimes they get stuck
the new
together temporarily. At the point when the bits of rocks overcome the
lesson
snags, energy is released. The release of energy results the shaking of
the ground surface.

EXPLORE
Activity 1. Let’s Scale It
Directions: Study the table below about the Richter Magnitude and answer the following
D. Discussing questions. Write your answers on a separate sheet of paper.
new concepts
and practicing Table 1. Magnitude Scale of an Earthquake
new skills #1
E. Discussing
new concepts
and practicing
new skills #2

Questions:
1. What is the lowest magnitude of an earthquake?
2. What is the highest magnitude of an earthquake?
3. What is the description of magnitude 5.0 – 5.9 earthquake?
4. What is the effect of a magnitude 7.0 earthquake?
5. What scale can cause serious damage in places several hundred miles
across?
 Activity 2. Let’s Feel It
Directions: Study the table below about Intensity Scale and answer the
following
questions. Write your answers on a separate sheet of paper.

Table 2. Intensity Scale of an Earthquake

Questions:
1. What is the weakest Intensity scale?
2. What is the strongest Intensity scale?
3. What is the description of a destructive intensity?
4. What is the description of a moderately strong intensity?

F. Developing EXPLAIN
mastery Activity 3. Fish Be with You
(leads to Directions: Write the correct descriptions of active and inactive faults in the fish
Formative diagram. Choose your answers from the box below.
Assessment)
G. Developing Activity 4:
mastery Directions: Fill in the blanks with the correct term/s to complete the
statements. Write your answers on a separate sheet of paper.
(leads to 1. ______________ is the sudden movement of Earth’s crust at a fault line. 2.
Formative ______________ is the point where an earthquake begins. 3. An earthquake’s
Assessment) most intense shaking is often felt near the ______________. 4. When the stresses
get too large, it results to cracks called ______________. 5. ______________
measures the energy being released from the origin of the earthquake. 6.
______________ is determined by the strength of the trembling made by the
earthquake at a place. 7. ______________ scale measures the quantity of seismic
energy released by an earthquake. 8. The intensity of an earthquake is
determined by a ______________ scale.
9. ______________ fault is one that has moved in the past and is expected to
move again. 10. _____________ fault is a structure that we can identify, but
which does not have earthquakes.
H. Finding ELABORATE
practical Activity 4. Find My Way
applications of
concepts and
skills in daily Directions: Find the evacuation area by completing the earthquake maze
living below. Use your pencil to trace the correct path, then answer the question that
I. Making follows in paragraph using the given rubric.
generalization
s and
abstractions
about the
lesson
 Question:
What should you do when a natural disaster like an earthquake occur in your
place?

J. Evaluating Formative Assessment

Learning Directions: Choose the letter of the best answer. Write your answers on a separate
sheet of paper.

K. Additional
 activities for
application or
remediation
V. REMARKS The lesson was not carried-out due to time constraint.
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
A. No. of learners
who require
additional
activities for
remediation
B. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
C. No. of learners
who continue to
require
remediation
D. Which of my
teaching
strategies
worked well?
Why did this
work?
E. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
F. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by: Checked by:

NEIL C. OBILLO MARY JOY A. NEGRIDO

Science Teacher MT-II/Science Learning Area Coordinator