DAILY School BAGUMBAYAN NATIONAL HIGH SCHOOL Grade Level 8

LESSON Teacher GELLI JEAN V. TORTOSA Learning Area SCIENCE – Earth and Space
LOG Teaching Dates and Time Week 15 (September 18 – September 22) Quarter 2 Module 1 – Earthquakes and Faults

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
How do Faults Produce
II. CONTENT VACANT Focus and Epicenter How Strong is an Earthquake How Strong is an Earthquake
Earthquake
A. Content Standards The learners demonstrate an understanding of: the relationship between faults and earthquakes
The learners shall be able to:
B. Performance Standards 1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community
2. make an emergency plan and prepare an emergency kit for use at home and in school
C. Learning Competencies/Objectives Using models or illustrations, Differentiate between focus and Define Intensity Define Magnitude
explain how movements along epicenter; and Enumerate the Earthquake Compare Magnitude and Intensity
faults generate earthquakes; Demonstrate how movement Intensity Scale of an Earthquake
along faults affect the Explain how intensity can be Explain how magnitude can be
surroundings. determined determined
D. Learning Code S8ES-IIa-14 S8ES-IIa-15
III. LEARNING RESOURCES
A. References Science 8 Learner’s Module and Science 8 Learner’s Module and Science 8 Learner’s Module and Science 8 Learner’s Module and
Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide
1. Textbook Pages LM 120 – 122 / TG 72 - 74 LM 125 – 127 / TG 77 - 80 LM 127 – 130 / TG 81-83 LM 130
2. Materials Activity Materials Activity Materials, Pictures Chalkboard, chalk, visual aids Chalkboard, chalk, visual aids
3. Other Learning Resources
IV. PROCEDURES
A. Engage Class demonstration of Activity 2: Students will perform Activity 4 Students will arrange the words Review past lessons about
Stick ‘n’ slip relating to Earthquake Intensity bending of rocks. As rocks bend
along a fault, energy is stored
little by little. When the rocks
suddenly snap, the stored energy
is released.
B. Explore Answering the questions and Answering and checking the Ask students what was the Relate the bending of rocks to the
checking of answers guide questions activity about. Lead students to magnitude of an earthquake.
the idea that the strength of an
earthquakes comes in different
intensity scales.
C. Explain Discuss/Analysis: Let students describe and locate An earthquake may be described The released energy can be
 How faults generate the focus, epicenter, fault plane in two ways: intensity and calculated by scientists and is
earthquakes; and and fault line. magnitude. The intensity of an called the magnitude of the
 Why not all movement along earthquake gives us an idea of earthquake. Obviously, the
faults produces earthquakes. how strong or weak the shaking greater the magnitude, the
  Effects of bending of rocks
along faults, and
 Relate faults movement and
earthquakes
D. Elaborate Students will be grouped into 7
groups
Let the students perform Activity 3
Students will label the diagram on
the board.
is.
Show PHIVOLCS Earthquake
Intensity Scale (PEIS) to
students.
The intensity of an earthquake is
determined by observing the
effects of the earthquake in
different places. Houses,
buildings, and other structures are
inspected. People are interviewed
about what they saw (the cabinet
fell over), how they felt (I was
frightened), or what they did (I ran
out of the house).
Students will act out the different
intensity scales of an earthquake
stronger the earthquake. To
distinguish the two, intensity is
expressed using Roman
numerals (I, II, III) while
magnitude uses Hindu-Arabic
numerals (2, 3, 4).
Students will match the
Magnitudes of an Earthquake to
their corresponding descriptions.
Magnitude 2 – may or may not be
felt
Magnitude 4 – felt by many
people
Magnitude 6 - can lead to a lot of
damage in highly populated
areas.
Magnitude 7 - can cause severe
damage
Magnitude 8-9 - results in
widespread destruction,
especially near the epicenter

E. Evaluate 1. Where is the fault line in the set 1. What is focus? What is intensity?
up? 2. What is an epicenter? What are the earthquake intensity
2. Point out the fault plane in the 3. What is a fault line? scales?
set up. How is an intensity of an
3. What is the function of focus? earthquake be determined?
A) When an earthquake occurs,
where would shaking be greater?
Near the epicenter or away from
the epicenter?
V. ASSIGNMENT
B) Where would damage be
more? Near the epicenter or
away from the epicenter?
C) Based on your answers to
What is a magnitude of an
earthquake?
What is the difference between
magnitude and intensity? How
can the two be distinguished?
Describe Active Fault and Inactive
Fault. Identify communities in
your area that live near an active
fault.
 Questions A and B, where would
the intensity be higher? Near the
epicenter or away from the
epicenter?
VI. REMARKS
VII. REFLECTION
A. No. of students with mastery
B. No. of students needing remediation
C. No. of learners who caught up with
lesson after the remedial session
D. No. of learners who continue to
require remediation

PREPARED BY: CHECKED BY: NOTED:

GELLI JEAN V. TORTOSA CERILA T. LELIM ARISTOTELES S. COSTALES JR.

Teacher I Teacher III Principal I