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Department of Education
RAMON AVANCEÑA NATIONAL HIGH SCHOOL
School Ramon Avanceña NHS
Facilitator
Teaching Date & Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies
(Write the LSS code for each)
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Material pages
Textbook pages
Additional Materials from
learning Resource (LR) portal
B. Other Resources
IV. PROCEDURES
A. Review (ELICIT)
B. Establishing the
purpose of the lesson
(ENGAGE)
C. Presenting
examples/ instances
of the lesson
(EXPLORE)
D. Discussing new
Concepts and
practicing new skills
E. Developing Mastery
( EVALUATE)
F. Finding practical
Region VI – Western Visayas
Division of Iloilo City
Yulo Drive, Arevalo, Iloilo City
Daily Lesson Plan
Grade Level Grade 8
Kevin Jurada Learning Area Science
AUGUST 19, 2019 Quarter 2
The learners demonstrate an understanding of: The relationship
between faults and earthquakes.
The learners 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.
The learners should be able to:
1. Use models or illustrations, explain how movements along faults
generate earthquakes
At the end of the day the learners will be able to:
a. Explain how earthquakes result from the build-up of stress
in Earth crust.
b. Understand the relationship between faults and
earthquakes.
Module 1: EARTH AND SPACE
Science Learner Module pp. 116- 127
Exploring Life Through Science by Phoenix Publishing House, and
Josefina Ma. Ferioles-Pavico et Al.
Lesson Guide Science 8
Ask questions:
a. What is Earth Science?
b. What are the major branches of Earth Science?
c. What are the four layers of Earth?
Why do we need to learn about earthquakes?
4 PICS 1 WORD GAME
Directions:
1. Identify the given pictures that depict one situation.
2. Guess what the pictures say all about.
3. Jumbled letters are provided.
Show to the class a video presentation of earthquakes devastations.
Questions:
How do earthquakes occur?
How they are detected
Do Activity # 1- The Fault-y Set up.
Presentation of the output per group.
Analysis:
Draw your observation based on the result of your fault-y set up in
cartolina and post your work on the board.
How do faults produce quakes?
Reflect on how earthquakes have affected human lives and how lives
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application of concepts
can be protected from the effect of earthquakes.
and skills in daily life
Earthquake is the shaking and trembling that the results from the
G. Generalization / Abstraction
sudden movement of part of the earth’s crust. The most common cause
(ELABORATE)
of earthquake is faulting
I. Identification:
______1. It is a break in the crust to which significant movement
occurred.
______2. The shaking caused by sudden release of energy.
______3. An area where many faults can be found and spread
H. Evaluating Learning
______4. The third planet that supports life.
______5. The force applied to rocks.

II. Explain briefly.

a. What is the relationship between earthquakes and faults?

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 75% 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 worked 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
use /discover which I
wish to share with other
teachers?

Prepared by:

KEVIN JURADA
Teacher I

Checked by:

LILIAN A. SUMAMPONG
Head Teacher III, Science Department