Grade 8

School M.B.ASISTIO SR. HIGH SCHOOL-UNIT 1 Grade Level

Teacher Mrs. May M. Sumugat Learning Area Science

DAILY
LESSON SEPTEMBER 1 – SEPTEMBER 20 1st QUARTER
LOG
Teaching Date, AMETHYST ( 8:00-9:0) EMERALD (10:15-
Quarter
Time, & Sections 11:15) AQUAMARINE(11:30:12:30) RUBY (12:30-
1:30)
GARNET (1:30-2:30)

UNIT 2 : EARTH AND SPACE MODULE 1: EARTHQUAKE AND FAULTS

SEPTEMBER 16, SEPTEMBER 17, 2019 SEPTEMBER 18, 2019 SEPTEMBER 19, 2019 SEPTEMBER 20, 2019
2019

I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the relationship between faults and earthquakes.

B. Performance Standards
The learners shall be able to participate in decision making on where to build structures based on knowledge of the location of active faults in the community.

C. Learning
Competencies/ 1. Relate the types of 1. Discuss how tsunamis are generated;
Objectives stress associated with 1. Differentiate epicenter from 1. Discuss the scale adapted
each type of fault; focus; in the Philippines to describe
the intesity and magnitude of 2.simulate the occurrence of tsunami; and
2. describe the effects 2. distinguish between an earthquake;
of bending of rocks magnitude and intensity; and 3. infer why tsunami does not always occur when there is
along faults, and 2. differentiate active and an earthquake.
3.iIdentify the effects of inactive faults; and
3. simulate how earthquake to humans and
movements along properties. 3. using a map, locate active S8ES-IIb16
faults generate and inactive faults in the
earthquakes using Philippines.
models. S8ES-IIa15

S8ES-IIa15.2.5
S8ES-IIa14
 1. CONTENT
HOW DO FAULTS
HOW STRONG IS THE
PRODUCE FOCUS AND EPICENTER ICL DAY
EARTHQUAKE TSUNAMI
QUAKES?
2. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG pp. 115 - 122 TG pp 47 TG pp 47
pages TG pp. 12-13

2. Learner’s material LM pp 120 - 122 LM pp 125-127 LM pp 127- 130 LM 133- 135

pages
3. Textbook pages

B. Other Learning PHIVOLCS Earthquake

Resources Intensity Scale (PEIS)
youtube.com
3. PROCEDURES
A. Reviewing previous \
lesson or presenting
new lesson How are you going to relate
Recall the appearance fault movements from Recall the differences Recall the Map of Distribution of Active Faults and
of a fault earthquake ? between focus and epicenter Trenches in the Philippines

B. Establishing a purpose Do the Activity entitled:
of the lesson Demonstrate activity Where Does An Earthquake
in LM pp. 120-122 Start?
See page 125-127 of the
Learner's Material
Video Presentation: 2013 Do activity on Tsunami in LM pp.133-134.
EARTHQUAKE VIDEO
BOHOL CEBU 7.2
Magnitude compilation
\
footage Philippines
(youtube.com

C. Presenting examples/ Ask the class about How strong is the

instances of the new Michael Jackson's Making a Fault Model earthquake? See PHIVOLCS Video presentation: JAPAN TSUNAMI 2011(you
lesson famous moonwalk. following the procedures
The teacher can given on LM pp. 125-126 Earthquake Intensity Scale tube.com)
demonstrate it or let a (PEIS) on LM pp. 128-129
student do the
 moonwalk in front of
the class. Ask the
possible relationship
of the movement of
the shoes and the
floor.
D. Discussing new . On pages 128 to 129 of the
concepts and practicing Learner’s module can be Based on the activity made, answer questions on LM pp.
#1 Answer the questions Use your model to show read the PHIVOLCS 134 -135.
in LM pp. 122. different types of movement Earthquake Intensity Scale
(Explain each answer along a fault. How would the (PEIS), let the learners
as what have been thoroughly understand the
surroundings be affected?
seen in the activity) text and then proceed to
discussion

E. Discussing new
concepts and practicing
#2
F. Developing mastery
1. What happened to
the boxes as the rubber 1. On which location on the
band is being pulled? ground does the initial
2. What happens to the movement
house in relation to the Originates during an
earthquake?
position of the fault?
2. How does this movement
(shaking) spread into the
surface?
Answer questions on page How are earthquake related to tsunami?
130 of the LM (let the PEIS
be the basis of your answer)
1. When an earthquake
occurs, where would shaking 1. What was formed in the water by the sudden push of
be greater? Near the the plastic panel?
epicenter or away from the 2. How was the water level by the rock affected by the
epicenter?
wave?
2. Where would damage be 3. What does the water represent? What about the rock?
more? Near the epicenter or the plastic panel?
away from the epicenter?

G. Finding practical Applying your Read the quotation below Since fault, earthquake and tsunamis are interrelated, when
applications of concepts learning on the lesson relate this to what you have Based on your answers to you are near the sea and you feel a strong earthquake, treat
and skills in daily living presented, explain learned. questions 1 and 2, where that as a warning signal. Run to the highest place you can
why not all movement would the intensity be
find, or if you have a vehicle, evacuate inland.
along faults produced “I am the earthquake of love. higher? Near to the epicenter
earthquakes. How you feel is my fault.” or away from the epicenter?
― Jarod Kintz, Love quotes
for the ages. Specifically ages
18-81.

H. Making generalizations The ground in the The epicenter is the point on A tsunami is a series of ocean waves generated by sudden
and abstractions about area of fault tends to the Earth's surface that is The intensity of the displacements in the sea floor, landslides, or volcanic
lesson remain not moving directly above the focus while earthquake is determined by activity. In the deep ocean, the tsunami wave may only be
because of frictional observing the effects of the
the focus is the point (below a few inches high. The tsunami wave may come gently
force between the two earthquake in different
opposing plates the surface) where an places on the other hand. ashore or may increase in height to become a fast moving
(boxes). As stronger earthquake originates. However, its strength can be wall of turbulent water several meters high.
forces (rubber band) described as magnitude.
 shakes up the fault,
the friction (tape) can
no longer hold up the
plates (box) thus
resulting to a slip in
the plates creating a
jerk called
earthquake.

I. Evaluating Learning Identify the parts of an Choose the correct word(s) from the box associated with
earthquake the given statement below.
10 – item quiz
Tsunami tidal wave wavelength
phenomenon coast

1. The shore of a sea or ocean (coast)

10 item Quiz 2. Any state or process known through the senses
(Phenomenon)
3. An unusual (and often destructive) rise of water
along the seashore caused by a storm or a
combination of wind and high tide (Tidal Wave)
4. On reaching the coast, it slows down and its
__________ decreases (wavelength)
5. The term __________ (harbor wave) comes from
Japan, where the phenomenon frequently occurs
(‘tsunami’).

J. Additional activities for Make a research of the

application or distribution map of active
remediation faults and trenches in the
Philippines.

4. REMARKS
Section GARNET
Section AMETHYST
Section PEARL
Section SAPPHIRE
Section EMERALD
Section TOPAZ
 5. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial lesson
work? No. of learners
who 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 this 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?

Checked by: Date and Time Submitted: September 16, 2019 Noted by:

MARICRIS N. SURIGAO Emmanuel C. Aguilar

Science Department Head Principal I

Remarks/Suggestions: _______________________________________________________________________________________________________________________________________________________
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