K to 12 School SAN RAFAEL NHS Grade Level Grade 8

DAILY LESSON LOG Teacher GERALD E. BACULNA Learning Area Science

Teaching Dates and Time AUGUST 13-16, 2019 7:40-8:40, 2:00-3:00,10:00-12:00 Quarter First/ WEEK 9

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Describe the appearance of faults and Explain how faults is formed.
A. Content Standards The learners demonstrate an understanding of current-voltage-resistance relationship, electric power, electric energy, and home circuitry.
The learners shall be able to:
participate in the decision
making where to build structure
B. Performance Standard Holiday
based on knowledge of the
location of active faults in the
community.
C. Learning The learners should be able to:
Competencies/Write the Using models or illustrations,
LC code for each explain how movements along
faults generate earthquakes
S8ES-14
The learners shall be able to:
participate in the decision making
where to build structure based on
knowledge of the location of active
faults in the community.
The learners should be able to:
Using models or illustrations,
explain how movements along
faults generate earthquakes
S8ES-14
The learners shall be able to:
participate in the decision
making where to build structure
based on knowledge of the
location of active faults in the
community.
The learners should be able to:
Using models or illustrations,
explain how movements along
faults generate earthquakes
S8ES-14
The learners shall be able to:
participate in the decision
making where to build
structure based on knowledge
of the location of active faults
in the community.
The learners should be able to:
Using models or illustrations,
explain how movements
along faults generate
earthquakes
S8ES-14

Earthquakes and Faults 1.2 How movements of faults 1.3 How earthquakes generate 1.4 Earthquake focus and
II. CONTENT 1.1 Active and inactive faults generate earthquakes tsunamis. epicenter
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp. 63-72 pp. 72-76 pp. 72-76 pp.79-80
2. Learner’s Material pp. 115-119 pp. 120-121 pp. 122-123 pp. 125-127
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources

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IV. PROCEDURES
A. Reviewing previous
lesson/motivation or
presenting the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances for the
new lesson
D. Discussing new
concepts and practicing
new skills #1
. ground,
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
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What are the things that you
should do during earthquakes?
State the objectives if possible
write it on the board.
Unlocking of difficulties.
Words that will be encountered
in studying earthquakes.
What is an earthquake?
How does an earthquake occur?
Activity –I
A Fault-y setup
1. What happened to the
pile of sand when you
moved the sheets slowly
into opposite direction?
1.
2. As you move the sheets,
what formed in the sand?
Compare what you see in the
picture and what you saw in
the activity. Is there something
in the picture that looks like
What is an earthquake?
How does fault related to
earthquakes?
State the objectives if possible
write it on the board.
Introduction to activity 2 Stick ‘n’
slip
Performing activity 2.
Answering questions 3, 4, 5, and 6.
1. What happened to the boxes as
the rubber band is being
pulled?
2. What happens to the house in
relation to the position of the
fault?
Applying your learning on the
lesson presented, explain why
not all movement along faults
produced earthquakes.
Why not all movement along
faults produce earthquake?
Using the given materials and
following the procedures you
should be able to simulate how
rocks bend along a fault.
Demonstrate activity in LM pp.
122-124 on Stick ‘n’ shake
The activity you just performed
simulates how rocks bend
along a fault. Think of a ruler
as if they were put of the
how can you figured it?
1. What happens when the
bending becomes too much?
2. What is the effect of bending
of rocks along fault?
Earthquakes can happen
anytime, anywhere. They’ve all
occurred where there has been
frequent activity in the past and
where there will be frequent
activity in the future.
John Minsch
How are you going to relate
fault movements from
earthquake
Do the Activity entitled:
Where Does An Earthquake
Start?
See page 125-127 of the
Learner's Material
Making a Fault Model
following the procedures
given on LM
pp. 125-126
Use your model to show
different types of movement
along a
fault. How would the
surroundings be affected?
1. On which location on the
ground does the initial
movement
Originates during an
earthquake?
2. How does this movement
(shaking) spread into the
surface?
. Read the quotation below
relate this to what you have
learned.
“I am the earthquake of love.
How you feel is my fault.”
― Jarod Kintz, Love quotes
for the ages. Specifically ages
18-
 what was formed in the
activity? Do you see anything
similar?
H. Making generalizations A fault is a fracture or zone
and abstractions about the of fractures between two
lesson blocks of rock. Faults allow
the blocks to move relative
to each other. This
movement may occur
rapidly, in the form of an
earthquake - or may occur
slowly, in the form of creep.
Faults may range in length
from a few millimeters to
thousands of kilometers.
Most faults produce
repeated displacements over
geologic time.
I. Evaluating Learning ASSESSMENT: ½ CW.
______ 1. It is a break in the
crust to which significant
movement has occurred.
______ 2. When two plates
are moving away from each
other, the consequences
are: _____ and ____.
• For 3 points:
Draw the appearance of a fault.
J. Additional activities for
application for
remediation
V. REMARKS
VI. REFLECTION
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The ground in the area of fault
tends to remain not moving
because of frictional force between
the two opposing plates
(boxes). As stronger forces (rubber
band) 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..
Directions: Pair the given term
according to your observation.
Write your answer on the number
below.
Two box _____________
Tape _____________
As you pull the rubber bond
______
A crack on the ground__________
frictional force
earthquake
fault
shaking
Earthquakes occur on faults. A
fault is a thin zone of crushed
rock separating blocks of the
earth's crust. When
an earthquake occurs on one of
these faults, the rock on one
side of the fault slips with
respect to the other.
In not more than 5 sentences,
differentiate fault movement
from earthquake.
Bring to class the following
materials: Scissors, paste and
fault
model
81.
The epicenter is the point on
the Earth's surface that is
directly
above the focus while the
focus is the point (below the
surface)
where an earthquake
originates.
Identify the parts of an
Earthquake
Ans. 1. Epicenter; 2. Fault;
3. Focus; 4. seismic
waves;
5. opposing plates
Make a slogan about
earthquake that make use of
the words
focus and epicenter
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 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?

Mary Genevive A. Berezo

Principal II
Gerald E. Baculna
SST-I

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