Grades 1 to 12 School Tanauan School of Arts and Trade Grade & Se

Teacher ALVEN M. REY Learning

DAILY Teaching Dates & Sept. 23-26, 2019 / 8:00-9:00am,

Qu
LESSON LOG Time 9:00-10:00am & 10:00-11:00am

Monday Tuesday Wedn

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary p
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived

A. Content Standards The learners demonstrate an understanding of: the relationship between faults and earthq
B. Performance The learners shall be able to: (1.) participate in decision making on where to build structur
Standards faults in the community. and (2.) make an emergency plan and prepare an emergency kit
C. Learning Competency/ Using models or illustration, explain how movements along the faults generate earthquake
ies

Write the LC Code for each.

Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can b
II. CONTENT / TOPIC
Earthquakes and Fault

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learni
III. LEARNING well as paper-based materials. Hands-on learning promotes concept development.

A.    References
1. TG pages pp. 68-74 pp. 74-80 pp. 81-83
2. LM pages pp. 116-122 pp. 122-127 pp. 127-133
3. Textbook pages

4. Additional Materials from

Learning Resource (LR) Portal

B. Other Learning
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn ne
draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allot
A. Reviewing previous Students observing pictures and - What are the tw
- What is a Fault?
lesson or presenting the answer the following questions: - What happen when rocks suddenly fault?
new lesson. a. What can you see in the slip? - What are the diffe
ELICIT (The activities in this pictures? and - What do we called a process when normal fault, re
section will evoke or draw out prior
the friction is overcome, the ground strike-slip?
concepts of or experiences from the b. what do we mean by the word
suddenly moves and and earthquake - Where does
students) "break"? originate?
occurs.
AWARENESS
 slip?
- What do we called a process when
the friction is overcome, the ground
suddenly moves and and earthquake
occurs.

AWARENESS
B. Establishing a purpose What do you think will happen when What are the co
1. What is a "break/crack/fracture"
for the lesson. there is bending of rocks along the hear in the ne
in the ground called?
2. What is crust? and faults? describe earthquak
3. What is earthquake?
ENGAGE (The activities in
this section will stimulate their thinking
and help them access and connect prior
C. Presenting
knowledge examples
as a jumpstart to the
present lesson.)of the new
/instances
lesson.
D.    Discussing the new Doing the activities "Stick 'n' Watching news a
Doing the activities "a fault-y
concepts and practicing Shake" and "Where does an and answering
setup" and "Stick 'n' Slip" and
new skills #1. earthquake start?" and answering questions.
answering guide questions
(Science 8 LM, pp.116-122) guide questions (Science 8 LM, pp.
122- 127)
ACTIVITY

EXPLORE (In this

section, students will be given time to
think, plan, investigate, and organize
collected information; or the
performance of the planned/prepared
E.     Discussing
activities the new
from the student’s manual
with data gathering and Guide
concepts
questions.)
and practicing
new skills #2.

F. Developing mastery
Presenting and discussing of their Presenting and discussing of their Anwering question
(Leads to formative
output in front. output in front.
assessment 3).
ANALYSIS

EXPLAIN (In this

section, students will be involved in an
analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis
of the gathered data and results and be
able to answer the Guide Questions
leading to the focus concept or topic of
G. Making generalization * Showing Fault plane (Hanging * Differentiate
the day.) * Showing the students a picture
ABSTRACTION

and abstraction about the to summarized their intensity.

and Foot Walls)
lesson. understanding on how to identify * showing the eff
* Demonstrating the different
faults and how it is being formed. movement of faults using a fault magnitude and int
* Comparing the what they see in
model.
the picture and activity.

ELABORATE (This section will

H.    Finding practical
APPLICATIO

give students the opportunity to expand

application
and of concepts
solidify / concretize their and
understanding
skills in daily of the concept and / or
living.
N

apply it to real –world situation.)

I.    Evaluating learning.

ASSESSMENT
EVALUATION (This section
will provide for concept check test
J.     Additional activities
which are for

ASSIGNMENT
items and answer key
Identify nearest fault in your area How can an earthquake be How can an
application or remediation.
aligned to the learning objectives -
content and performance standards of residence. measure and what philippine measure and
and address misconceptions – if any.) agency is responsible in agency is r
monitoring ane earthquake monitoring ane ea

EXTEND (This section give

V. REMARKS
situation that explains the topic in a
new context or integrate it to another
discipline / societal concern)
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? Wha
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson work?

No. of learner who caught up with
the lesson

D. No. of learner 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 innovation or localized

materials did I use/ discover which
I wish to share with other teachers?

Prepared by: Checked by:

ALVEN M. REY ARGIE B. MABAG

Subject Teacher T-III/Department Head Designate
 Grade & Section 8 – Bagras, Bakawan, and Banaba

Learning Area SCIENCE (Earth and Space)

Quarter Second

Wednesday Thursday
ulum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises,
d competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
earning the lessons. Weekly objectives shall be derived from the curriculum guide.

e relationship between faults and earthquakes.

cision making on where to build structures based on knowledge of the location of active
ncy plan and prepare an emergency kit for use at home and in school.
ts along the faults generate earthquakes (S8ES-IIa-14).

the teacher aims to teach in the CG, the content can be tackled in a week or two.

rials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as
evelopment.

pp. 81-83 pp. 86-87

pp. 127-133 pp. 133-135

propriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
ences and previous knowledge. Indicate the time allotment for each step.
- What are the two planes of the - What are the difference between
fault? magnitude and intensity?
- What are the difference among the - What agency is responsible in
normal fault, reverse fault and monitoring earthquake.
strike-slip?
- Where does an earthquake
originate?
 - What agency is responsible in
monitoring earthquake.

What are the common words we What do you think will happen if
hear in the news when they earthquake occurs under the
describe earthquake? sea/ocean?

Watching news about earthquake Doing the activity "Tsunami!" and

and answering the guide answering the guide questions.
questions. (Science 8 LM, pp. 133- 135)

Anwering questions. Presenting and discussing of their

output in front.

* Differentiate magnitude and * tsunami or seismic sea wave is a

intensity. sudden push from an underwater
* showing the effects of different fault.
magnitude and intensity. * Not all movement underwater
will produce a tsunami.
 How can an earthquake be
measure and what philippine
agency is responsible in
monitoring ane earthquake

t your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
hem, you can ask them relevant question.

Validated by:

DORCAS L. MEJIA
School Head