School: Grade Level: 8

GRADES 1 to 12 Teacher: . Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: Q2 WEEK 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman the relationship between faults and earthquakes
(Content Standards)

Pamantayan sa Pagganap 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
(Perfomance Standards) emergency plan and prepare an emergency kit for use at home and in school

Pamantayan sa Pagkatuto Differentiate the 1 epicenter of an earthquake from its focus; 2 intensity of an earthquake from its magnitude; 3 active and inactive faults S8ES -IIa -
(Learning Competencies) 15
Layunin
Lesson Objective
Explain how tsunamis are
Differentiate the epicenter and focus of Identify the different generated
Describe an earthquake in terms of its active faults in the 2. Infer why tsunamis do
an earthquake.
intensity and magnitude
Philippines using the not always occur even when
PHIVOLCS map. there is
an earthquake.

Paksang Aralin DO YOU LIVE NEAR TSUNAMI!

(Subject Matter) HOW STRONG IS THE THE ACTIVE
FOCUS AND EPICENTER
EARTHQUAKE? FAULT?
Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Recall the PHIVOLCS Recall the Map of
Lesson or Presenting Earthquake Intensity Distribution of Active
How are you going to relate fault Scale (PEIS) Faults and Trenches
the New Lesson Recall the differences between focus
movements from earthquake in the Philippines
and epicenter
.

b. Establishing purpose Do the Activity entitled: Where Does An . Read the topic Do You Live Do activity on Tsunami in
 for the lesson Earthquake Start? See page 125-127 of Near an Active Fault on LM LM pp.133-134.
the Learner's Material Video lesson page 131.

c. Presenting Let the learners study Video presentation:

example/instances of the map and find out JAPAN TSUNAMI
How strong is the earthquake? where they live 2011(you tube.com)
the new lesson Making a Fault Model following
See PHIVOLCS Earthquake
the procedures given on LM pp.
Intensity Scale (PEIS) on LM pp.
125-126
128-129
-.

d. Discussing new Is there an active fault Based on the activity

concepts passing by your town, made, answer questions
province, or region? If on LM pp. 134 -135.
so, are you and your
family prepared for
the occurrence of an
Use your model to show different earthquake?
types of movement along a fault. How
would the surroundings be affected?:
On pages 128 to 129 of the Learner’s
module can be read the PHIVOLCS
Earthquake Intensity Scale (PEIS), let
the learners thoroughly understand the
text and then proceed to discussion

e. Continuation of the Answer questions on page 130 of the Study the map and find How are earthquake
discussion of new LM (let the PEIS be the basis of your out where you live. Is related to tsunami?
concepts answer) there an active
 Developing mastery
(Leads to Formative
Assessment)

fault passing by your town,

province, or region? If so,
are you and your family
prepared for the
occurrence of an
earthquake?
f. Developing Mastery
1. What was
1. When an earthquake formed in the water by the
occurs, where would shaking sudden push of the
be greater? Near the epicenter or plastic panel?
away from the epicenter? 2. How was the
2. Where would damage be water level by the rock
more? Near the epicenter or affected by the wave?
away from the epicenter? 3. What does the
water represent? What
about the rock? the
plastic panel?
g. Finding practical It is important to know Since fault, earthquake
applications of the location of active and tsunamis are
concepts and skills in faults. As much as interrelated, when you
daily living possible, no important are near the sea and
structures should be
you feel a strong
Based on your answers to questions 1 built near or on them.
PHIVOLCS has a MAP earthquake, treat that
Make a slogan about earthquake that make and 2, where would the intensity be as a warning signal.
use of the words focus and epicenter. higher? Near to the epicenter or that shows the Active
Faults in the Philippines. Run to the highest
away from the epicenter?
place you can find, or if
you have a vehicle,
evacuate inland.

h. Making generalizations The intensity of the earthquake is There really is no way to Tsunamis are giant waves
and abstractions about determined by observing the effects of concretely define a fault caused by earthquakes or
the lesson the earthquake in different places on as "active" or "inactive" volcanic eruptions under the
the other hand. However, its strength (especially because sea. Out in the depths of the
can be described as magnitude. inactive faults can ocean, tsunami waves do
suddenly become active not dramatically increase in
again), but it's more or height. But as the waves
less safe to say that if a
travel inland, they build up
 fault hasn't shown to higher and higher heights
tectonic activity for as the depth of the ocean
about 5,600 years, it's decreases. The speed of
probably inactive. tsunami waves depends on
ocean depth rather than the
distance from the source of
the wave. Tsunami waves
may travel as fast as jet
planes over deep waters,
only slowing down when
reaching shallow waters.
While tsunamis are often
referred to as tidal waves,
this name is discouraged by
oceanographers because
tides have little to do with
these giant waves

i. Evaluating learning The epicenter is the point on the Earth's Create an earthquake safety plan. Discuss What will you do if live in a Using the Letters in the
surface that is directly above the focus with your family what to do, where to nearby fault? ESSAY 200 Word TSUNAMI
while the focus is the point (below the meet if separated, and how you will words minimum
surface) where an earthquake originates. communicate when an earthquake strikes. Create a mnemonics that
Check work, childcare and school will describe how will be
Identify the parts of an Earthquake emergency plans protected and be ready
against this phenomenon.
j. Additional activities for
application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation
who scored below
80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught
up with the lesson
e. Number of learners
who continue to
require
remediation
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?