dailylessonlog_science8_secondq-week3.docx

Grade 1 to 12
DAILY LESSON LOG
School TELABASTAGAN INTEGRATED SCHOOL Grade Level EIGHT
Teacher MR. ALVIN MARC M. DANCEL Learning Area SCIENCE
Teaching Dates and Time WEEK 3 (NOVEMBER 20-24, 2023)
8-EUCLID (8:20-9:10)
8-PYTHAGORAS ((9:30-10:20)
8- ARCHIMEDES (10:20-11:10)
Quarter SECOND
Monday Tuesday Wednesday Thursday Friday
NOVEMBER 20, 2023 NOVEMBER 21, 2023 NOVEMBER 22, 2023 NOVEMBER 23, 2023 NOVEMBER 24, 2023
I. OBJECTIVES Objectives must be met over the week and connected to curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed during Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards The learners demonstrate an understanding of:
 the relationship between faults and earthquakes
B.Performance Standards The learners should be able:
 participate in decision making on where to build structures based on knowledge of the location of active faults in the community.
 make an emergency plan and prepare an emergency kit for use at home and in school.
C.Learning Competencies/Objectives
Write the LC code for each
The learners should be able to:
Differentiate the:
1. epicenter of an earthquake from its focus
2. intensity of an earthquake from its magnitude
3. active and inactive faults
OBJECTIVES:
1. differentiate focus and epicenter;
2. demonstrate how movement along faults affect the surroundings;
3. differentiate intensity and magnitude;
4. explain what an active fault is.
II. CONTENT 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 two.
EARTHQUAKES AND FAULTS
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in 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
77-85
2.Learner’s Material pages 125-132

3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
LRMDS, MISOSA 6 Module 2
B.Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn things, practice their learning, question their learning processes and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or
presenting the new lesson
DAY 1
Draw 5 things that you need to put inside your emergency kit that you can use in case there will be an earthquake. On your paper, explain
why you need to bring the items.
B. Establishing a purpose for the
lesson
DAY 2
Do you understand what the headline is? “Magnitude” and “epicenter”, do these terminologies seem confusing to you? In this lesson,
you are going to find out what these earthquake terminologies are.

C.Presenting examples/instances of
the new lesson
The image shows where the epicenter and focus are located in this
area. Can you tell from the image what a focus is? If your house is built at
the surface, what do you think might happen if there will be a strong
earthquake? Can we still feel a shaking even if the earthquake is just weak?
D.Discussing new concepts and
practicing new skills #1 ACTIVITY: WHERE DOES AN EARTHQUAKE START?
Answer the following:
1.Differentiate focus from epicenter. ______________________________________________________________________
2.Illustrate at least 3 different types of movement along a fault. How would the surroundings be affected?
______________________________________________________________________
E. Discussing new concepts and
practicing new skills #2
DAY 3
ACTIVITY: HOW STRONG IS AN EARTHQUAKE
A reading selection will be conducted, and they will answer the questions that follow.
How Strong is the Earthquake? An earthquake may be described in two ways: intensity and magnitude. The intensity of an earthquake
gives us an idea of how strong or weak the shaking is. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) uses the
following scale to describe the intensity of earthquakes in the Philippines.
Table 1. PHIVOLCS Earthquake Intensity Scale (PEIS)
Guide Questions:
1. Intensity of an earthquake gives us an idea of __________________________________.
2. What scale is used by the PHIVOLCS to describe the intensity of an earthquake in the
Philippines? ____________________________________________________________
3. Magnitude of an earthquake is the measure of _______________________________.
4-5. Intensity scales use _______________ while magnitude scales use _______________.

F. Developing mastery DAY 4
The place where the earthquake starts/originates is called the focus. It is the
point where the rock layers undergo displacement. The spot on the surface of the
Earth that is directly above the focus is called the epicenter. The trace of the fault is
known as fault line.
The measure of an earthquake can be determined by its intensity and
magnitude. Intensity gives us an idea of how strong and weak the earthquake is
while magnitude refers to the amount of energy released by an earthquake. When
the rocks suddenly snap, the stored energy is released. The greater the magnitude,
the stronger the earthquake. On the other hand, when an earthquake occurs, different
places will have different intensities. That is because different areas will experience
different degrees of shaking depends on the structures built in the place and the type
of material that makes up the ground. If the ground is made of solid rock, it will shake
less. In comparison, loose materials such as sand and silt will undergo greater
shaking and will result in more damage.
Then let the PEIS( PhiLVolcS Earthquake Intensity Scale be studied)
G.Finding practical applications of
concepts and skills in daily living If an active fault is active because it has evidence of movement during the last 10,000 years, what do you think is an INACTIVE FAULT?
2. Some parts of Quezon City are located along a Major Fault line. Would buying a house and lot in this area advisable? Why?
3. Using the faultfinder app that was discussed last week, kindly locate the nearest active fault in your location.
4. What is the fault where “the big one” is expected to happen? (You may answer this using the fault finder map/news report about the
big one)
H.Making generalizations and
abstractions about the lesson
After studying the first and second law of motion, remember the following science concepts:
● Focus (also known as hypocenter) is the point within the Earth where the earthquake starts/originates. The point where the rock
layers undergo displacement.
● Epicenter is the location on the surface directly above the focus.
● Intensity gives us an idea of how strong or weak the shaking is. It also refers to the amount of damage produced by an earthquake.
● Magnitude refers to the amount of energy released by an earthquake; when the rocks suddenly snap, the stored energy is released.
The greater the magnitude, the stronger the earthquake.

● Active Fault is a fault that has moved in the past and is expected to move again; has generated earthquakes before and can cause
more in the future. Faults with evidence of movement during the last 10,000 years
● Inactive Fault is identified as fault but with no recorded evidence of movement during the last 10,000 years.
I. Evaluating learning DAY 5
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in
the evaluation
Choose your answer from the pool of words below:
1. Label letter A.
2. Label letter B.
3. It refers to a fault that has generated
earthquakes before and is capable of causing
more in the future.
4. It refers to the amount of energy released
by an earthquake.
5. It gives us an idea of how strong or weak the
shaking is.
INTENSITY ACTIVE FAULT EPICENTER
FOCUS MAGNITUDE

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 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 used/discover which I
wish to share with other teachers?
Prepared by: Checked and Noted:
Alvin Marc M. Dancel Jennifer S. Lumanug,EdD
Teacher III Principal II

dailylessonlog_science8_secondq-week3.docx

Recommended

Recommended

More Related Content

Similar to dailylessonlog_science8_secondq-week3.docx

Similar to dailylessonlog_science8_secondq-week3.docx (20)

More from ALVINMARCDANCEL2

More from ALVINMARCDANCEL2 (9)

Recently uploaded

Recently uploaded (20)

dailylessonlog_science8_secondq-week3.docx