SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

DAILY LESSON LOG

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE

TEACHING DATES AND TIME August 22, 2018 Monday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to participates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each ) a. Describe what a fault is using models or
illustrations
b. Explain how movements along faults
generates earthquakes.
c. Differentiates the epicentre of an
earthquakes from its focus
II. CONTENT
Earthquakes and faults
Active and Inactive Faults
work
A. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 67
2. Learners Material pages
Pages 115-116
3. Textbook pages
Pages 115-116
4. Additional Materials from learning resource (LR) portal
Exploring life through science8,
B. OTHER LEARNING RESOURCE
Internet, youtube
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask them: asking hwhy do Earthquakes occur?

B. Establishing a purpose for the lesson Pre – lab Discussion:

Ask. Give them picture: what is the relationship between earthquake
and faults?

C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
What is Earthquake?
What are the different parts of earthquakes?

D. Discussing new concepts and practicing new skills #1 Let them do the activity ( see attachments)
Activity #1 page 116-117
E. Discussing new concepts and practicing new skills #2 Let them do the activity: page 116-117

[Link] mastery ( Leads to informative assessement ) Earthquake – Masses of rocks move , the earth crust vibrates , this movement of
the ground called earthquake.
Epicenter – the point on the earth’s surface directly above the source of the
earthquake.
Focus – is the break in the ground caused by the pressure of the moving rock.
Seismic wave - the energy created by the quake travels in wave from the
epicenter , where they are the strongest. The waves shake buildings , structure
and the earth vertically, causing them to move horizontally.
Richter scale – a measurement of an earthquake intensity, each one point
increase on the scale indicates ten times the amount of energy.
Magnitude – the measure the energy that is released in an eart5hquake
Seismograph – is an instrument used for recording the intensity and duration of
an earthquake.

G. Finding practical applications of concepts and skills in daily living The students recognize the importance of knowing earthquakes and
faults
H. Making generalization and abstractions about the lesson What new insight did you get from the activity?
Describing the appearance of the fault
I. Evaluate learning 1. The trace of the fault on the surface of the earth – Fault line

2. The flat surface between the two pieces-Fault plane

3. The place where the fault begins to slip-Focus

4. The spot directly above the focus on the surface on the earth-
Epicenter

5. An earthquake give s us idea of how strong or weak the shaking-

Intensity

J. Additional activities for application or remediation Learners will formative Assessment

V. REMARKS:
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

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 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 used/ discover which I

wish to share with other teachers.

ASSIGNMENT: What are the parts of Earthquakes?

SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8
DAILY LESSON LOG
TEACHER Leah S. Dumdum LEARNING AREA SCIENCE

TEACHING DATES AND TIME August 23, 2018 thursday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to particiapates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each ) a. Distinguishing between active and
(ELTS8FE-LG-10)-(S8FE-LG29) inactive faults
b. Demonstrating under water earthquake
generate tsunamis
c. Illustrate movements along faults
generate earthquake
II. CONTENT
Earthquakes and faults
Active and Inactive Faults
III. LEARNING RESOURCE
B. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 67
2. Learners Material pages
Pages 115-116
3. Textbook pages
Pages 115-116
4. Additional Materials from learning resource (LR) portal
Exploring life through science8,
B. OTHER LEARNING RESOURCE
Internet, youtube
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask them: asking hwhy do Earthquakes occur?

B. Establishing a purpose for the lesson Pre – lab Discussion:

Ask. Give them picture: what is the relationship between earthquake
and faults?

C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
What is Earthquake?
What are the different parts of earthquakes?

D. Discussing new concepts and practicing new skills #1 Let them do the activity ( see attachments)
Activity #1 page 116-117
E. Discussing new concepts and practicing new skills #2 Let them do the activity: page 116-117

F. Developing mastery (leads to formative Assessment 3) Earthquake – Masses of rocks move , the earth crust vibrates , this movement of
the ground called earthquake.
Epicenter – the point on the earth’s surface directly above the source of the
earthquake.
Focus – is the break in the ground caused by the pressure of the moving rock.
Seismic wave - the energy created by the quake travels in wave from the epicenter
, where they are the strongest. The waves shake buildings , structure and the earth
vertically, causing them to move horizontally.
Richter scale – a measurement of an earthquake intensity, each one point
increase on the scale indicates ten times the amount of energy.
Magnitude – the measure the energy that is released in an eart5hquake
Seismograph – is an instrument used for recording the intensity and duration of
an earthquake.

G. Finding practical applications of concepts and skills in daily living The students recognize the importance of knowing earthquakes and
faults
H. Making generalization and abstractions about the lesson What new insight did you get from the activity?
Describing the appearance of the fault
I. Evaluate learning 6. The trace of the fault on the surface of the earth – Fault line

7. The flat surface between the two pieces-Fault plane

8. The place where the fault begins to slip-Focus

9. The spot directly above the focus on the surface on the earth-
Epicenter

10. An earthquake give s us idea of how strong or weak the shaking-

Intensity

J. Additional activities for application or remediation Learners will formative Assessment

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation

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 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 used/ discover which I

wish to share with other teachers.

ASSIGNMENT: Bring materials for activity?

SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8
DAILY LESSON LOG
TEACHER Leah S. Dumdum LEARNING AREA SCIENCE

TEACHING DATES AND TIME August 29,2018 Tuesday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to particiapates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each ) d. Explain the effect of bending of rocks
along faults
e. Demonstrating under water earthquake
generate tsunamis
f. Illustrate movements along faults
generate earthquake
II. CONTENT
Earthquakes and faults
Active and Inactive Faults
III. LEARNING RESOURCE
C. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 122
2. Learners Material pages
Pages 122-123
3. Textbook pages
Pages 122-123
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE
Internet
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, Relates faults movement and earthquakes

B. Establishing a purpose for the lesson Pre – lab Discussion:

Ask. What is the effect of bending of rocks along faults?
C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
What is the importance of Earthquake drill in our daily life?

D. Discussing new concepts and practicing new skills #1 Let them do the activity activity #2
Stick in shake page 122-123
E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions of the activity

F. Developing mastery (leads to formative Assessment 3) Learners will be able to relates faults movement and earthquakes

G. Finding practical applications of concepts and skills in daily living The students realize the importance of earthquake drill in our daily life

H. Making generalization and abstractions about the lesson What new insight did you get from the activity? Efetc of bending of
rocks along faults
I. Evaluate learning Let the learners answer the question briefly;
By group show the different bending of rocks along faults?
What is fault?
What is epicentre?
What is fault line and fault plane?

J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up none
with the lesson

D. No. of learners who continue to require remediation none

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

ASSIGNMENT: Review for long test

SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE 8

DAILY LESSON LOG
TEACHING DATES AND TIME August 30,2018 wednesday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to particiapates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each )  Explain how faults generate earthquakes
 Explain why not all movements along faults produce
earthquakes
II. CONTENT
Earthquakes and faults
Active and Inactive Faults
III. LEARNING RESOURCE
D. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 69
2. Learners Material pages
Pages 125-127
3. Textbook pages
Pages 125-127
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE
Internet
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, Relates faults movement and earthquakes

B. Establishing a purpose for the lesson Pre – lab Discussion:

 Ask. Explain how faults generate earthquakes
Explain why not all movements along faults produce earthquakes
C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
What is the importance of Earthquake drill in our daily life?

D. Discussing new concepts and practicing new skills #1 Let them do the activity activity #4
Stick in shake page 125-127
E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions of the activity

F. Developing mastery (leads to formative Assessment 3) Learners will be able to relates faults movement and earthquakes

G. Finding practical applications of concepts and skills in daily living The students realize the importance of earthquake drill in our daily life

H. Making generalization and abstractions about the lesson What new insight did you get from the activity? What is the movement
of fault affect the sorroundings
I. Evaluate learning Let the learners answer the question briefly;
See attachement

J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up none
with the lesson
D. No. of learners who continue to require remediation None

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

WhaT is PEIS?
ASSIGNMENT:
SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE 8

DAILY LESSON LOG
TEACHING DATES AND TIME August 29,2018 Thursday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to participates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each )  Differentiate between focus and epicenter
 Demonstrate how movement along faults affect the
surroundings.
II. CONTENT
Earthquakes and faults
Active and Inactive Faults
III. LEARNING RESOURCE
E. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 71-72
2. Learners Material pages
Pages 125-127
3. Textbook pages
Pages 125-127
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE
Internet
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, where does an earthquake start?

B. Establishing a purpose for the lesson Pre – lab Discussion:

 Ask. Show different types of movement
C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
How would the surroundings be affected?

D. Discussing new concepts and practicing new skills #1 Let them do the activity activity #4
Stick in shake page 125-127
E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions of the activity
Activity #4 page 125-126
F. Developing mastery (leads to formative Assessment 3) Learners will be able to show the different types of movement

G. Finding practical applications of concepts and skills in daily living The students should be able to know the parts of earthquake

H. Making generalization and abstractions about the lesson What new insight did you get from the activity? What is the movement
of fault affect the surroundings?
I. Evaluate learning Let the learners answer the question briefly;
 Give the parts of an earthquake
 Different types of movement

J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up None
with the lesson
D. No. of learners who continue to require remediation None

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

WhaT is PEIS?
ASSIGNMENT:
SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE 8

DAILY LESSON LOG RE-sked
TEACHING DATES AND TIME Sept 4,2018 Tuesday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to participate in making decisions on where
to build structures based on knowledge of the location of active faults
in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each )  Differentiate between focus and epicenter
 Demonstrate how movement along faults affect the
surroundings.
II. CONTENT
Earthquakes and faults
Focus and Epicenter
III. LEARNING RESOURCE
F. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 71-72
2. Learners Material pages
Pages 125-127
3. Textbook pages
Pages 125-127
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE
Internet
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, where does an earthquake start?

B. Establishing a purpose for the lesson Pre – lab Discussion:

 Ask. Show different types of movement
C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
How would the surroundings be affected?

D. Discussing new concepts and practicing new skills #1 Let them do the activity activity #4
Stick in shake page 125-127
E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions of the activity
Activity #4 page 125-126
F. Developing mastery (leads to formative Assessment 3) Learners will be able to show the different types of movement

G. Finding practical applications of concepts and skills in daily living The students should be able to know the parts of earthquake

H. Making generalization and abstractions about the lesson What new insight did you get from the activity? What is the movement
of fault affect the surroundings?
I. Evaluate learning Let the learners answer the question briefly;
 Give the parts of an earthquake
 Different types of movement

J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up None
with the lesson

D. No. of learners who continue to require remediation None

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

Different faults move in different ways?

ASSIGNMENT:
SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE 8

DAILY LESSON LOG
TEACHING DATES AND TIME August 5,2018 Wednesday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to participates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each )  Differentiate between focus and epicenter
 Demonstrate how movement along faults affect the
surroundings.
II. CONTENT
Earthquakes and faults
Different Faults move
III. LEARNING RESOURCE
G. REFERENCE Science Learner’s Module, Exploring Life through Scienc
1. Teachers Guide pages
Pages 71-72
2. Learners Material pages
Pages 116-117
3. Textbook pages
Pages 1160117
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE
Internet. Visual
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, How do fault Differ

B. Establishing a purpose for the lesson Pre – lab Discussion:

 Ask. what are the characteristics movement of each type of
fault?
C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
How do fault Differ
Different faults move in different ways
Three types of stress: tensional. Compressional and shear

D. Discussing new concepts and practicing new skills #1 Let them do show the picture in figure 6.2 and 6.4

E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions
Special types of shear : strike-slip/ left lateral strike/ oblique –slip fault
F. Developing mastery (leads to formative Assessment 3) Learners will be able to show the different type of fault and stress

G. Finding practical applications of concepts and skills in daily living The students should be able to know prepare and have a three-Day
Survival Kit page 134
H. Making generalization and abstractions about the lesson What new insight did you get from the activity? What is the movement
of fault affect the surroundings?
I. Evaluate learning Let the learners answer the question briefly;
 Different movements of faults
 Three types of stress
 Parts of Erathquake
J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up None
with the lesson

D. No. of learners who continue to require remediation None

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

WhaT is PEIS?
ASSIGNMENT:
SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE 8

DAILY LESSON LOG
TEACHING DATES AND TIME September 6,2018 Thursday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to participates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each )  Demonstrate how movement along faults affect the
surroundings.
II. CONTENT
Earthquakes and faults
Different movements of Fault
III. LEARNING RESOURCE
H. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 73-72
2. Learners Material pages
Pages 128-130
3. Textbook pages
Pages 128-130
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE
Internet
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, what is fault?

B. Establishing a purpose for the lesson Pre – lab Discussion:

 Ask. Show different types of movement
C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions
Difrent types of faults?
 SHEAR is A special type of movement – happens to materials
when they are forced to move in parallel but opposite
direction.
 Strike-slip faults - occur when shear stress causes horizontal
movement and in opposite direction.
 Left lateral strike –a type of strike happen when you stand
on one block and look across th fault plane while the
opposite block appear to have moved to your left.
 Right lateral strike – another type of strike happened when
you stand on one block would be to your right.
 Oblique – slip faults – occur when shearing and compression
cause vertical movement along the dip and horizontal
movement along the strike .
 Normal faults – occur when tensional stress causes the
hanging wall to slip down with respect to the foot wall.
 P- waves pr primary waves – a fastest type of body wave -
move faster than S waves and can pass through solid and
liquid.
 S-waves or secondary waves is slowest type of body wave-
move slower and can only pass through solids. This
characteristics of S waves provides the information that
earth has a solid inner core and a liquid outer core.
 Seismic wave – when the rock break along a fault the store
elastic energy is release as a special type of kinetic energy .

D. Discussing new concepts and practicing new skills #1 Let them do the activity activity #5
Different movements of fault
E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions of the activity
Activity #5 How does fault differ?
F. Developing mastery (leads to formative Assessment 3) Learners will be able to show the different types of movement

G. Finding practical applications of concepts and skills in daily living The students should be able to identify the characteristic movement of
each type of fault?
H. Making generalization and abstractions about the lesson What new insight did you get from the activity? What is the movement
of fault affect the surroundings?
I. Evaluate learning Let the learners answer the question briefly;
 What are the three types of shear?
 Different types of movement
 What is shear?
J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up None
with the lesson

D. No. of learners who continue to require remediation None

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

Review for quiz tomorrow

ASSIGNMENT:
SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL GRADE 8

TEACHER Leah S. Dumdum LEARNING AREA SCIENCE 8

DAILY LESSON LOG
TEACHING DATES AND TIME September 8 2018 Friday QUARTER 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The Learners demonstrate understanding the relationship between
faults and earthquakes.

B. PERFORMANCE STANDARDS The Learners shall be able to participates in making decisions on

where to build structures based on knowledge of the location of active
faults in the community.
C. LEARNING COMPETENCIES AND OBJECTIVES The learner should be able to;
( Write the LC code for each )  Administered Quiz Prior to their Knowledge

II. CONTENT
Earthquakes and faults
QUIZ#3
III. LEARNING RESOURCE
I. REFERENCE Science Learner’s Module, science and beyond
1. Teachers Guide pages
Pages 71-72
2. Learners Material pages
Pages 125-127
3. Textbook pages
Pages 125-127
4. Additional Materials from learning resource (LR) portal
Science for the 21st century learner
B. OTHER LEARNING RESOURCE

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Ask, Explain them about the quiz

B. Establishing a purpose for the lesson Pre – lab Discussion:

C. Presenting examples/instances of the new lesson Let the learners answer the pre lab questions

D. Discussing new concepts and practicing new skills #1 Let them do the activity

E. Discussing new concepts and practicing new skills #2 Let them answer the Guide Questions of the activity

F. Developing mastery (leads to formative Assessment 3) Learners will be able to show the different types of movement

G. Finding practical applications of concepts and skills in daily living The students should be able to know the about Earthquake

H. Making generalization and abstractions about the lesson What new insight did you get from the activity? What is the movement
of fault affect the surroundings?
I. Evaluate learning Let the learners answer the question briefly;
 See attachment

J. Additional activities for application or remediation Enrichment activities

V. REMARKS: participate in decision making on where to build structure based on knowledge of the location of active faults in the
community
VI. REFLECTION : Reduce the detrimental effect of faulting and earthquake and promotes disaster –preparedness and respect for life.
A. No. of learners who earned 80% on the formative assessment 40 stuidents
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up None
with the lesson
D. No. of learners who continue to require remediation None

E. Which of my teaching strategies well? Why did these work? Discussion

F. What difficulties did I encounter which my principal or supervisor can Time management
help me solve?

G. What innovation or localized materials did I used/ discover which I wish Students use different sizes of plastic containers
to share with other teachers.

WhaT is typhoon?
ASSIGNMENT: