GRADES 1 to 12 School Rosario Quesada Memorial NHS Grade Level Grade 8

DAILY LESSON LOG Teacher Mildred P. Añoso Learning Area Science

Teaching Dates and Time Aug. 19 - 23, 2019 (10:00 AM; 2:00 PM) Quarter Second

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
B. Performance Standards Differentiate the epicenter of an earthquake from its focus;
C. Learning Competencies/ Objectives Differentiate the epicenter of an earthquake to its focus. S8ES-IIa-15
Write the LC code for each The students should be able to Describe an earthquake in terms of its
differentiate the epicenter and intensity and magnitude
focus of an earthquake.
CONTENT Quezon Day Module I: EARTHQUAKES AND Aquino Day Module I: EARTHQUAKES AND
FAULTS FAULTS
Lesson 5: FOCUS AND Lesson 6: HOW STRONG IS THE
EPICENTER EARTHQUAKE?
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages LG pp. 12-13 TG p.47
2. Learner’s Materials pages LM page 125-127 LM pp. 127 – 130
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal

A. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lessons or How are you going to relate fault Recall the differences between focus
presenting the new lesson (ELICIT) movements from earthquake and epicenter
B. Establishing a purpose for the lesson. Do the Activity entitled: Where Video Presentation: 2013
(ENGAGE) Does An Earthquake Start? EARTHQUAKE VIDEO BOHOL
See page 125-127 of the Learner's CEBU 7.2 Magnitude compilation
Material footage Philippines (youtube.com)
C. Presenting examples/ instances of the Making a Fault Model following the How strong is the earthquake? See
new lesson. (ENGAGE) procedures given on LM pp. 125- PHIVOLCS Earthquake Intensity
126 Scale (PEIS) on LM pp. 128-129
D. Discussing new concepts and Use your model to show different On pages 128 to 129 of the Learner’s
practicing new skills #1 (EXLPORE) types of movement along a fault. module can be read the PHIVOLCS
How would the surroundings be Earthquake Intensity Scale (PEIS), let
affected? the learners thoroughly understand
the text and then proceed to
discussion
E. Discussing new concepts and Answer questions on page 130 of the
practicing new skills #2 (EXPLORE) LM (let the PEIS be the basis of your
answer)
F. Developing mastery 1. On which location on the ground 1. When an earthquake occurs,
(Leads to Formative Assessment 3 does the initial movement where would shaking be greater?
(EXPLAIN) Originates during an earthquake? Near the epicenter or away from the
2. How does this movement epicenter?
(shaking) spread into the surface? 2. Where would damage be more?
Near the epicenter or away from the
epicenter?
G. Finding practical applications of
concepts and skills in daily living
(ELABORATE)
H. Making generalizations and The epicenter is the point on the The intensity of the earthquake is
abstractions about the lesson Earth's surface that is directly determined by observing the effects
(ELABORATE) above the focus while the focus is of the earthquake in different places
the point (below the surface) where on the other hand. However, its
an earthquake originates. strength can be described as
magnitude.
I. Evaluating learning (EVALUATE) Write the corresponding Intensity Scale for
each
Description Intensity
Identify the parts of an Earthquake scale
Very Strong (VI)
Ans. Weak (III)
1. Epicenter; Scarcely (I)
2. Fault; Perceptible
3. Focus; Very Destructive (VIII)
4. seismic Slightly Felt (II)
waves; description:
5. opposing plates

J. Additional activities for application or

remediation (EXTEND)
V. REMARKS
VI. REFLECTION
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 lesson works? 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 works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials
did I use/discover which I wish to share with
other teachers?