MATATAG K TO 10 CURRICULUM

School: [Link] Grade Level: 7

MATATAG Name of Teacher Learning Area: SCIENCE (EARTH AND SPACE
K to 10 Curriculum SCIENCE)
Weekly Lesson Log Teaching Dates and Time: FEBRUARY 17-21, 2025 (WEEK 2) Quarter: Fourth

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that the damage or effects on communities depend on the magnitude of and distance from an
Standards earthquake.
B. Performance By the end of the Quarter, learners will appreciate the value of using systems to analyze and explain natural
Standards phenomena and demonstrate their understanding of the dynamics of faults and earthquakes. They are confident in
identifying and assessing the earthquake risk for their local communities using authentic and reliable secondary data.
They use the country’s disaster awareness and risk reduction management plans to identify and explain to others
what to do in the event of an earthquake. Learners explain the cause and effects of secondary impacts that some
coastal communities may experience should a tsunami be produced by either local or distant earthquake activity.
Learners use reliable scientific information to identify and explain how solar energy influences the atmosphere and
weather systems of the Earth and use such information to appreciate and explain the dominant processes that
influence the climate of the Philippines.

C. Learning Learning Competencies:

Competencie 1. Describe how the effects of earthquakes on communities depend on their magnitude;
s and 2. Use the PHIVOLCS FaultFinder or other reliable information source to identify where the nearest fault system is
Objectives located from their community and assess the risk of earthquakes to their local community
Learning Objectives:
1. Describe the effects of earthquake;
2. Identify the relationship between earthquake magnitude and its effects on communities; and
3. Recognize the use of PHIVOLCS FaultFinder or other reliable information source to assess the risk of earthquakes in
their community.
Learning Competency: Make models of fault scenarios to illustrate:
a. the epicenter of an earthquake from its focus,
b. the intensity of an earthquake from its magnitude, and
c. how underwater earthquakes may or may not generate tsunamis;
Learning Objectives:
1. Create a model to represent the anatomy of an earthquake;
2. Relate the intensity of an earthquake, its magnitude, and the damage that they may cause.
3. Deduce that underwater earthquakes may or may not generate tsunamis.

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D. Content Topic: Anatomy of Earthquake

Sub Topics:
1. Earthquakes
2. Earthquake modeling

E. Integration Safety and Resiliency; Impacts on society as well as the economic growth/ Society and Economic Impacts

II. LEARNING RESOURCES

 United States Geological Survey (USGS). (n.d.). Magnitude, intensity, and earthquake effects. In Earthquake Hazards Program.
Retrieved from [Link]
● Gomez, J., & Gomez, J. (2018, December 29). Tsunami alert in Philippines lifted hours after undersea quake.
TheQuint. [Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior  Short Review (Day 1)  Target time frames may

Knowledge change depending on the
Matching the Faults ability of the learners and the
Match the picture of the type of fault to their correct name and description. flow of discussion.

 The teacher will prepare the

different pictures that
represents the 3 types of
faults, along with its name
and description and post it on
the board.

Normal Fault Reverse Fault

Strike-slip Fault

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MATATAG K TO 10 CURRICULUM

Answers:

Inclined at an angle Inclined at an angle Nearly vertical with

less than 45 degrees greater than 45 minimal inclination Strike-slip Fault
from the horizontal degrees from the from the horizontal
horizontal
Nearly vertical with minimal
Direction of Slip: Horizontal Direction of Slip: Vertical motion, inclination from the horizontal
motion, where two tectonic plates where hanging wall moves
slide past each other horizontally downward relative to the footwall Direction of Slip: Horizontal motion,
that occurs from tensional tectonic where two tectonic plates slide past
each other horizontally
settings.

Normal Fault
Direction of Slip: Vertical motion,
where hanging wall moves upward
relative to the footwall that typically Inclined at an angle less than 45
form in compressional tectonic degrees from the horizontal
settings.
Direction of Slip: Vertical motion,
where hanging wall moves downward
relative to the footwall that occurs
from tensional tectonic settings.

Reverse Fault

Inclined at an angle greater than 45

degrees from the horizontal

Direction of Slip: Vertical motion,

where hanging wall moves upward
relative to the footwall that typically
form in compressional tectonic
settings.

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MATATAG K TO 10 CURRICULUM

To reinforce learning, ask

students to explain the
significance of understanding
different types of faults and fault
lines in geology and earthquake
studies.

B. Establishing  Lesson Purpose

Lesson Purpose Play the news about the magnitude 7.4 earthquake that happened in Surigao Emphasize the importance of
Del Sur last December 2, 2023. discussing the lesson by eliciting
answers from students about
what happens during
earthquakes. If television is not
available, you may just ask the
questions to learners relating to
their experience.

Expect varied answers. Allow

learners to share their
experiences during an
earthquake.

Video link: [Link]

After watching the video clip, ask the learners the following questions:
 What did you observe in the video?
 Who among you have experienced an earthquake?
 What are the things that can happen during an earthquake?
 Are you familiar with the fault lines in the Philippines?

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MATATAG K TO 10 CURRICULUM

 Unlocking Content Vocabulary The teacher can make a giant

Word Puzzle. The learners will look for the following words inside the word puzzle and ask learners to
puzzle. It could be horizontal, vertical, diagonal, or reverse. look for the words in the puzzle,
crossing it out using their
1. FOCUS fingers.
2. EPICENTER After finding the words, define
3. MAGNITUDE the terms.
4. INTENSITY
5. WAVE

O F W A V E A M I
C A S E S O R A N
E F U D G E T G T
S U C O F R S N U
N E E D S I E I R
I N T E N S I T Y
C T U I D K N U E
E E R G A B R D D
E P I C E N T E R

1. FOCUS. The point within Earth where rock under stress breaks, resulting in
an earthquake.
2. EPICENTER. The point on the Earth's surface that is directly above the focus.
3. MAGNITUDE. Earthquake magnitude is a measure of the “size,” or amplitude,
of the seismic waves generated by an earthquake source and recorded by
seismographs (instrument that makes a record of seismic waves caused by an
earthquake, explosion, or other Earth-shaking phenomenon).
4. INTENSITY. It is a measure of the strength of shaking experienced in an
earthquake.
5. SEISMIC WAVE. The vibration generated by an earthquake, explosion, or
similar energetic source and propagated within the earth or along its surface.

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MATATAG K TO 10 CURRICULUM

C. Developing and (Day 2)

Deepening SUB-TOPIC 1: Earthquakes
Understanding
1. Explicitation
Brainstorming Activity.

What Causes an Earthquake? (10 minutes) Divide the class into small
With their groupmates, learners will use colored papers to list as many groups or pairs. In listing the
possible causes of earthquakes as they can think of and paste them in the cause and effect, encourage
manila paper. Encourage them to try to sort out their answer as to natural learners to consider geological
cause or human-induced cause. After brainstorming, they will present their processes such as plate
answer to the class. tectonics, volcanic activity, and
human-induced factors.

2. Worked Example
I. Activity No. 2.1: Assessing Earthquake Risk in Our Community Make sure to demonstrate how
to use the FaultFinder app
II. Objective(s): At the end of the activity, you should be able to use the developed by DOST.
FaultFinder app to identify where the nearest fault system is and
assess the risk of earthquakes to your local community If FaultFinder is not accessible
due to location, the teacher may
III. Materials Needed: gadget with internet access, access to FaultFinder, look for available data about the
history of earthquake in their
IV. Instructions: area.
1. Use your gadget to access the FaultFinder app developed by DOST
then fill in the table with the needed data, and answer the
questions that follow.

Your Location:
Nearest Active Fault Trace:
Fault Name:
Segment Name:
Year Mapped:
Mapping Scale Used:

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Guide Questions:
1. When is the most recent record of an earthquake in your community? Allow learners to search for the
data of the recent record of
2. Does your community have old buildings? earthquake in their community.
3. Does your community have a big population in one area?
4. Do you think your community is prepared for an earthquake? Why? Why
not?

Rubric or Score Guide

Nearly Needs
Advanced Proficient Emerging
Proficient Improvement
(5 points) (4) (3) (2) (1)
of the
All All of the
required fields Some of the Some of the Few of the
required fields
were answered, required fields required fields required fields
were answered,
and the answers were answered, were answered, were answered,
and the answers
to guide and the answers but the answers and the answers
were well-
questions were were somewhat were not were not
organized and
well-organized organized and organized and organized and
completely
and completely explained but not explained in not explained in
explained, but
explained in not in detail. detail. detail.
detail. not in detail.
World’s Historical Earthquake

To further reinforce the concepts learned, students can conduct

additional research on specific earthquakes from history, including
their location, date, magnitude, and significant impacts (e.g., the San
Francisco earthquake of 1906, the Japan earthquake and tsunami of
2011) and analyze how tectonic plate movements contributed to these
events. You may use the template below for your answer.

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MATATAG K TO 10 CURRICULUM

Name: Date Submitted:

Section:

World’s Historical Earthquake

Location:
Date:
Magnitude:
Significant Impacts:
Ask the learners to analyze the
posted pictures.

3. Lesson Activity

Picture analysis. The learners will analyze the pictures and answer the
processing questions.

Huge boulders block a highway at

Cortes township, Bohol on October
16, 2013, a day after a 7.2-
magnitude quake struck
The Philippine Institute of Volcanology
and Seismology (Phivolcs) traced the
epicenter of the earthquake 6 kilometers
southwest of Sagbayan, Bohol.

Image retrieved at:

[Link]
2013/10/powerful-earthquake-strikes-the-philippines/p21_28466487/[Link] lifted: 02/26/2024

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MATATAG K TO 10 CURRICULUM

A view of a portion of a damaged

highway in Getafe, Bohol, central
Philippines, on October 16, 2013

Image retrieved at:

[Link]
o/2013/10/powerful-earthquake-strikes-the-philippines/p03_RTX14DJN/[Link] lifted on
02/26/2024

A strong undersea earthquake

struck off the southern
Philippines on Saturday, 29
December, 2018.

 The learners’ answers must

be directed to the different
effects of earthquakes both
Image retrieved at: [Link] on land and undersea.
6a70b8966729/[Link]?rect=0%2C0%2C5760%2C3024&w=1200&auto=for  Yes, an earthquake's
mat%2Ccompress&ogImage=true lifted on 02/26/2024 magnitude is connected to the
amount of damage it can
Process Questions: cause in a location, but it's
1. What are the possible risks brought by an earthquake? not the only factor that
2. Is an earthquake's magnitude connected to the amount of damage it determines the extent of
causes in a location? damage.
3. Will the distance from the epicenter affect the damage that it may cause?  Yes, the distance from the
4. How would the economy of the area be affected if the roads were destroyed, epicenter of an earthquake
as seen in the picture? can significantly affect the

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MATATAG K TO 10 CURRICULUM

damage it may cause in a

particular location.
 The destruction of roads in an
area can have far-reaching
consequences for the local
economy, affecting trade and
commerce, employment,
tourism, and overall
economic productivity.

The teacher can print the picture

or draw the anatomy of an
earthquake on the board.

Answer:
SUB-TOPIC 2: Earthquake Modeling (Day 3)
Fault
1. Explicitation Seismic
Epicente
The learners will label the anatomy of the earthquake by choosing the wave

answer from the pool of words below the picture.

Focus

 Instruct each group to use the

modeling clay or playdough to
Epicenter Fault Focus Magnitude Seismic wave create a cross-section model
of the Earth's surface,
representing the layers of the
Earth.

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MATATAG K TO 10 CURRICULUM

2. Worked Examples  Have them use a different

The learners will perform the activity that follows. color of clay to represent the
focus of the earthquake
I. Activity No. 2.2: Modeling Earthquake Scenarios (30 mins) within the Earth's crust. They
can place this clay at varying
II. Objective(s): At the end of the activity, you should be able to depths to simulate
understand the concepts of earthquake epicenter and focus, earthquake earthquakes of different
magnitude, and intensity. magnitudes.

Modeling Earthquake Magnitude

III. Materials Needed: Modeling clay or playdough (different colors if and Intensity
possible), toothpicks, large shallow tray, sand or gravel, plastic syringe  Explain to the students that
earthquake magnitude is a
measure of the energy
IV. Instructions: released during an
1. Use the modeling clay or playdough to create a big cross-section earthquake, while intensity
model of the Earth's surface. refers to the effects of the
2. Use a different color of clay to represent the focus of the earthquake earthquake at a particular
within the Earth's crust. You can place this clay at varying depths to location.
simulate earthquakes of different magnitudes.  If the syringe is not available,
3. Use the toothpick to create structures on the surface of your model you may use a dropper as an
representing buildings, roads, and other infrastructure. alternative.
4. Simulate various earthquake magnitudes by pressing down on the  Discuss how the models
focal clay with increasing force, from the smallest force to the demonstrated the concepts of
highest force, generating variable amounts of shaking and earthquake epicenter, focus,
devastation on the surface. magnitude, intensity
5. Fill the large shallow container with sand or gravel to represent the  The amount of damage in the
ocean floor. infrastructure increases as
6. Add a layer of water to the container to simulate the ocean. you increase the force on the
7. Use the plastic syringe to create underwater disturbance focus.
representing earthquakes.  Waves in the water will be
generated leading to the
formation of tsunami.

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MATATAG K TO 10 CURRICULUM

Guide Questions:
1. What happens to the amount of damage in the infrastructure as you
increase the force on the focus?
2. If the clay represents the ocean plate and water surrounds the plate,
how do you think the water will react with each force that you apply?

 Modeling the Epicenter

and Focus

 Explain to the students that

the focus of an earthquake is
the point within the Earth
where the seismic energy is
released, while the epicenter
is the point on the Earth's
surface directly above the
focus.

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MATATAG K TO 10 CURRICULUM

3. Lesson Activity
Let the learners analyze the illustration and answer the questions that
follow.

Fault

Seismic wave Epicenter

House B

A
House House C

Focus

Process Questions:
1. Which among the houses will experience the greatest damage? Explain
your answer.
2. What are the things that you will consider in finding the safest location
for you dream house?

D. Making  Learners’ Takeaways (Day 4)

Generalizations
Earthquake Takeaway Gallery

Using colored papers, reflect on the knowledge you have acquired throughout The teacher may prepare the
the lesson or unit, including concepts, facts, and real-world implications of strips of paper ahead of time or
earthquakes. You can also use drawings, diagrams, symbols, or written ask them to bring one before the
statements to convey your understanding of earthquakes. Once you have session. A manila paper or a
completed your creation, share your takeaways by placing them on the designed cartolina may be used
"Earthquake Takeaway Gallery."

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MATATAG K TO 10 CURRICULUM

as the "Earthquake Takeaway

 Reflection on Learning
Gallery."
How Well Did You Know?

Place a check in the column that represents your answer:

I know it I know it but still I did not

I know the…
well have questions understand it
1. anatomy of an
earthquake
2. use of FaultFinder to
identify where the
nearest fault system is
located from my
community.
3. assessment of the risk
of earthquakes to my
local community
4. relationship between
magnitude and effect of
earthquake in the
infrastructure.
5. importance of knowing
the cause and effect of
earthquakes

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning 1. Which of the following best describes the epicenter of an earthquake? Answers:
A. The point on the Earth's surface directly above the focus.
B. The deepest point within the Earth where the seismic energy is released. 1. A. The point on the Earth's
C. The point within the Earth where the fault rupture begins. surface directly above the
D. The area where the ground shaking is most intense. focus.

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MATATAG K TO 10 CURRICULUM

2. C. The amount of energy

2. What is the primary factor that determines the magnitude of an earthquake? released by the seismic
A. The depth of the earthquake's focus. event.
B. The distance from the epicenter to the affected area. 3. A. Magnitude measures the
C. The amount of energy released by the seismic event. energy released, while intensity
D. The type of fault responsible for the earthquake. measures the damage caused.
4. D. Damage to buildings,
3. How does earthquake intensity differ from earthquake magnitude? infrastructure, and loss of life.
A. Magnitude measures the energy released, while intensity measures 5. B. The shallower the focus,
the damage caused. the greater the potential for
B. Magnitude measures the depth of the focus, while intensity measures the tsunamis.
distance from the epicenter.
C. Magnitude measures the ground shaking, while intensity measures the
duration of the earthquake.
D. Magnitude measures the area affected, while intensity measures the
frequency of aftershocks.

4. Which of the following is a potential effect of an earthquake on a community?

A. Increased rainfall and flooding.
B. Growth of vegetation and wildlife.
C. Displacement of tectonic plates.
D. Damage to buildings, infrastructure, and loss of life.

5. What role does the focus of an earthquake play in determining its effects on
the Earth's surface?
A. The deeper the focus, the more severe the ground shaking.
B. The shallower the focus, the greater the potential for tsunamis.
C. The focus determines the direction of the seismic waves.
D. The focus has no direct impact on the effects of the earthquake.

3. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

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MATATAG K TO 10 CURRICULUM

materials used

learner engagement/
interaction

others

4. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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