School Magliman Integrated Grade Level 8 -NEWTON

School
Teacher Marife B. Gupaal Learning Area Science
GRADES 1 - 12
Daily Lesson Log Teaching Date and August 29, 2018 / 8:15- 2nd (Earth
Time 9:10 and Space)
Quarter
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the relationship between
faults and earthquakes.
B. Performance Standards The learner 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.
Describe what a fault is and explain how movements along faults
generate earthquakes using models or illustrations;(S8ES-IIa14)
Objective/s:
a. define and identify the different type of faults;
C. Learning Competencies / b. determine the consequences of plates that are moving
Objectives apart; and
c. explain the relationship between earthquakes and faults
II. CONTENT What is a fault?
III. LEARNING RESOURCES Laptop, projector
A. References
1.Teacher's Guide Pages Page 68-72
2.Learner's Materials Pages Page 117-119
IV. PROCEDURES
A. Review/recall on why Philippines is prone to earthquakes using the
world map showing the distribution of earthquakes and volcanoes and
coordinate system ask the students on why and where do earthquakes
occur as well as to Why it is important for us to identify areas which
are prone to earthquakes? Relate it to the concept of latitude and
longitude in which it allows us to point out the exact location of the
place on earth where in it helps us to prepare an earthquake proof
buildings or houses. In relation to the location of Philippines, how
many earthquakes occur in the Ring of Fire each year?
Reviewing previous lesson B. Motivation: 4 PICS 1 WORD
or presenting the new Directions:
Identify the 4 given pictures that depict one situation. Guess what the
lesson
pictures say all about.
(ELICIT)
1.

_______________________________________
2.

________________________________________
 3.

___________________________________________

A. Unlocking of Terms
Fault – is a break in the Earth’s crust, and along the break which
movement has occurred.
Earthquake – vibration of Earth due to rapid release of energy.
Plate – rigid section of the lithosphere that moves as a unit.
Convergent Boundary – two plates are moving towards each other.
Divergent Boundary– two plates are moving away from each other.
Transform Fault Boundary – two plates are sliding past each other.
Establishing a purpose for
the lesson. B. SHORT FILM SHOWING (Earthquake related video)
(ENGAGE) 1. Watch the short video of a news clip.
2. Think of this, what do you feel if you are living within these areas?
3. Is there an active fault passing by your town, or province? If so,
are you and your family prepared for the occurrence of an
earthquake? Relate it to Values Education (the concept of social
service.)
PICTURE ANALYSIS

WHAT’S IN A FAULT?
Illustration 1
 Describe the picture.
 Is it related to the video shown earlier?

Presenting examples /
instances of the
new lesson
(ENGAGE)
Illustration 2
Answer the following questions:
1. What can you see in the two illustrations?
2. How are the two illustrations similar? Different?
3. What do the red lines in the first illustration indicate?
4. Why are there fractures in the second illustration?

I

Discussing new concepts
and Practicing new skills #1
(EXPLORE)
Discussing new concepts
and Practicing new skills #2
(EXPLORE)
Developing mastery Leads
to Formative Assessment 3)
(EXPLAIN)
*If a person is not aware whether there is an active fault along there are then
they can use FAULT FINDER (PHIVOLCS/DOST).
*Is it possible to predict an Earthquake?
How to locate/determine the hypothetical epicenter of an earthquake
 Triangulation Method. Relate it to math concept(Geometry-Circle)
ACTIVITY 2: IT IS OUR FAULT: THE FAULT-Y SET UP
Procedure:
• Arrange the two sheets of cardboard, edge to edge. It could be
horizontally or vertically arranged.
 Flattened the modeling clay and place it at the center of the
two cardboards. Clay should be along the boundary.
 Slowly pull the two cardboards away from each other.
Observe what happens to the clay.
 Draw your observation based on the result of your
 Fault-y set up in manila paper and post your work on the
board.
Draw your observation
Presentation of students output and answer guide questions and discuss
faults in detailed.
Q1. As you move the cardboard, what is formed in the clay?
Q2. What happens to the lines?
Look at the picture!
How is the picture related to the activity?
 Picture analysis:

Finding practical
applications of concepts
and skills in daily living
(ELABORATE)

Analyze and explain the picture applying your idea of faulting.

 Cite geologic event that happens when plates are moving to each
other, moving away from each other, and sliding past each other.

Earthquakes are associated with faults. When a fault suddenly moves, an

Making generalizations and earthquake occurs. A fault is a fracture or zone of fractures between two
abstractions about the blocks of rock. Faults allow the blocks to move relative to each other.
lesson This movement may occur rapidly, in the form of an earthquake - or may
(ELABORATE) occur slowly, in the form of creep. Faults may range in length from a few
millimeters to thousands of kilometers.

ASSESSMENT: ½ LW.
On a 1/2 LW paper, Read the questions carefully and write the answer in
your paper.
A. IDENTIFY ME! (1-3)
Identify what is being asked.
___1. It is a break in the crust to which significant movement has occurred.
___2-3. When two plates are moving away from each other, the consequences
B. SHOW AND TELL ME! (4-12)
Show a picture and let the student tell /classify what the picture and is
Evaluating Learning all about.
(EVALUATE) 4. Normal fault, Reverse fault or
Strike-slip fault

5. Normal fault, Reverse fault or

Strike-slip fault

6. Normal fault, Reverse fault or

Strike-slip fault

7. Normal fault, Reverse fault or

Strike-slip fault

8. Normal fault, Reverse fault or

Strike-slip fault

9. Normal fault, Reverse fault or

Strike-slip fault
 10. Normal fault, Reverse fault or
Strike-slip fault

C. MULTIPLE CHOICE.(13-15)
Read and analyze the questions carefully and write the letter of the best
answer.
13. Which of the following statements is FALSE about an earthquake?
A. Earthquakes have caused countless deaths all over the world.
B. Earthquake was caused by movement along the fault.
C. Earthquake is a vibration of the Earth due to the rapid release of energy.
D. Earthquakes with a magnitude of 2 can cause severe damage.
14. Why does an earthquake occur? Earthquake occurs because _______.
A. Superman is shaking the earth.
B. The earth is hit by a meteor.
C. Fault suddenly moves.
D. Crust moves as the earth rotates on its axis.

15. How do faults produce earthquake?

A. Energy from inside the Earth makes the ground move, once friction is
overcome, a fault slips producing earthquake.
B. Magma and lava causes the ground to spread producing faults.
C. Molten rock materials accumulate and go out along the fault producing
earthquake.
D. Tectonic plates collide forming volcanoes and causing earthquakes.
Differentiate the following terminologies related to earthquake.
Additional activities for 2. intensity of an earthquake from its magnitude;
application or 3 active and inactive faults;
Remediation
(EXTEND)
V. REMARKS
VI. REFLECTION