Teacher ANGELIQUE LOUISE F.

DIAMALON Grade Level GRADE 8

Teaching Date October 14, 2019 Learning Area GRADE 8 SCIENCE
6:00 – 6:50 G8- CLEMENTINE
Teaching Time 6:50 – 7:40 G8- DAMSON
Quarter QUARTER 1: Module 6
and Section 8:40 – 9:30 G8- APRICOT
11:20 – 12:10 G8- BLUEBERRY
Objectives must be met over the week and connected to the curriculum standard. To meet the objectives, necessary
procedure must be followed and if needed, additional lesson exercises and remedial activities may be done for the
I. OBJECTIVES developing content knowledge and competencies. These are assessed during Formative Assessment strategies.
Valuing objectives support the learning of the content and competencies and enable children to find significance and
joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

The learners demonstrate an understanding of the relationship between

A. Content Standard faults and earthquakes

The learners should be able to participate in decision making on

where to build structures based on knowledge of the location of
B. Performance Standards
active faults in the community.

Using models or illustrations, explain how movements along faults

C. Learning Competencies
generate earthquakes;
(Write the LC Codes for Each)
S8ES-IIa-14

1. Define earthquake
D. Objectives
2. Identify types of faults
Content is what the lesson is all about. It pertains to the subject matter that
the teacher aims to teach in the CG, the content can be tackled in a week or
II. CONTENT two.
Earthquakes and Faults
List the materials to be used in different days. Varied materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
on learning promotes concept development.

A. References
1. Teacher’s Guide pages Page 115-119
2. Learners’ Materials pages Page
3. Textbooks pages S Science Links Page 353-354
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources https://youtu.be/A_ZRtS3QGHw
These steps should be done across the week. Spread out the activities appropriately so that the students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURE activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Review:
Activity 1: 4 Pics 1 word
Directions: Learners will guess the hidden phrase

A. Reviewing previous lesson or

presenting the new lesson
B. Establishing a purpose for the
lesson

C. Presenting examples/instances of
the new lesson
ENGAGE

1. _ _ R_ _Q _ _ _ E _N_ F_ _L_ S

E X K D H J
Z T A Y V U

B. Motivation:
2. The learners will watch a video about earthquake
3. Link: https://youtu.be/dJpIU1rSOFY
4. Key questions: What is earthquake? Why earthquake happen?
5.
 D. Discussing of the new concepts and Activity 2: A fault-y setup
practicing new skills #1 Directions:
1. 1. The learners will watch video about types of faults
2. Link: https://youtu.be/A_ZRtS3QGHw
E. Discussing of the new concepts and
practicing new skills #2 At the end of the activity, the learners will be able to:
o Describe the appearance of a fault
EXPLORE o Explain how fault forms
Guide Question/s
1. What is earthquake?

2. How earthquake happen?

3. What is fault?
F. Developing mastery
(Leads to formative assessment) 4. What are the types of fault?
EXPLAIN
5. How fault happen?

6. What is the relationship between fault and

earthquake?

G. Finding practical applications to

concepts and skills in daily living Teacher’s Input: Earthquake in the Philippines
o 1968 Casiguran Earthquake
o 1990 Luzon Earthquake
H. Making generalization and
o 2013 Bohol Earthquake
abstraction
ELABORATE
Directions: Sort the following picture on which type of fault.

I. Evaluating learning
EVALUATION

In long bond paper, illustrate the different types of fault.

J. Additional activities for application
 Normal fault
or remediation
 Reverse fault
EXTEND
 Strike-slip fault
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTION works? What else needs to be done to help the students learn? Identify what help your instructional supervisor can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of the learners earned 80% in the
evaluation
B. No. of learners who required additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? Number of
learners who have caught up with the lesson
D. Number of learners 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 my 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: Checked by:

ANGELIQUE LOUISE F. DIAMALON LALAINE M. BIBOSO, MT-II

Teacher 1 Rater