1) The document outlines a science lesson plan for an 8th grade class about earthquakes and faults.
2) Key concepts that will be discussed include active and inactive faults, how movements along faults generate earthquakes, and using knowledge of fault locations to determine where to build structures.
3) Learning activities include discussing past earthquake experiences, defining key terms, watching a video, performing hands-on activities to model faults, and a short quiz. The goal is for students to understand the relationship between faults and earthquakes.
1) The document outlines a science lesson plan for an 8th grade class about earthquakes and faults.
2) Key concepts that will be discussed include active and inactive faults, how movements along faults generate earthquakes, and using knowledge of fault locations to determine where to build structures.
3) Learning activities include discussing past earthquake experiences, defining key terms, watching a video, performing hands-on activities to model faults, and a short quiz. The goal is for students to understand the relationship between faults and earthquakes.
1) The document outlines a science lesson plan for an 8th grade class about earthquakes and faults.
2) Key concepts that will be discussed include active and inactive faults, how movements along faults generate earthquakes, and using knowledge of fault locations to determine where to build structures.
3) Learning activities include discussing past earthquake experiences, defining key terms, watching a video, performing hands-on activities to model faults, and a short quiz. The goal is for students to understand the relationship between faults and earthquakes.
1) The document outlines a science lesson plan for an 8th grade class about earthquakes and faults.
2) Key concepts that will be discussed include active and inactive faults, how movements along faults generate earthquakes, and using knowledge of fault locations to determine where to build structures.
3) Learning activities include discussing past earthquake experiences, defining key terms, watching a video, performing hands-on activities to model faults, and a short quiz. The goal is for students to understand the relationship between faults and earthquakes.
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GRADE 8 DAILY LEARNING School BAGONG BUHAY F INTEGRATED SCHOOL Grade Level 8
LOG Teacher JANECIL A. BONZA Learning Area SCIENCE 8
Teaching Dates and November 14-18, 2022 Quarter 2ND Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES A. Content Standards The learners demonstrate an understanding of the relationship between faults and earthquakes.
B. Performance Standards The learners shall be able to participate in decision making on where to build structures based on knowledge of the location on active faults in the community.
C. Learning Explain how movements along faults generate earthquakes (S8ES-IIa-14)
Competencies/Objectives While the LC code for each II. CONTENT Earthquakes and Faults 1.1 Active and Inactive Faults 1.2 How movements along faults generate earthquakes. III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 115-123 115-123 115-123 115-123 2. Learner’s Materials 115-121 115-121 115-121 115-121 pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Exploring Life Through Science pp. 399-406 Resources A. Reviewing previous Ask the students Ask the students about Ask the students about Ask the students about lesson or presenting the about their their experience, if their experience, if any, their experience, if any, new lesson experience, if any, on any, on earthquake or on earthquake or their on earthquake or their earthquake or their their perception about perception about perception about perception about earthquake. Teacher earthquake. Teacher earthquake. Teacher may earthquake. Teacher may ask someone may ask someone from ask someone from the may ask someone from the class to share the class to share one’s class to share one’s from the class to one’s experience and experience and ask. experience and ask. share one’s ask. 1. What did you 1. What did you feel 1. What did you feel and experience and ask. feel and do during that and do during that time? do during that time? 1. What did you feel time? 2. What did you learn 2. What did you learn and do during that 2. What did you learn from that experience? 3. from that experience? time? from that experience? How do you use or 3. How do you use or 2. What did you learn 3. How do you use or apply that experience apply that experience from that experience? apply that experience today? today? 3. How do you use or today? apply that experience today? B. Establishing a purpose Show the class Vocabulary Fault –is break or Active Fault- are known for the lesson pictures of faults. The Earthquakes-are the fracture in the Earth’s to have recently teacher will ask the result of the sudden crust where generated earthquakes class: release of potential or earthquakes are most within the last 10,000 1. What is the picture stored energy in likely to occur years, and may still all about? Earth’s crust, which repeatedly continue to generate 2. What do you feel commonly occurs earthquakes. Inactive seeing all these between geological Fault-do not show signs pictures? faults, creating seismic of ever having generated waves. an earthquake in the last 10, 000 years, but may possibly still generate an earthquake in the future. The students will watch the video C. Presenting Have them answer the examples/instances of the Let the students questions for presentation Activity: Caption This! new lesson perform Activity no 1 A discussion. Show students 2 pictures fault-y Set Up on (The group assigned and let them assume that pages 116-117). will perform the they are the one who activity). Other groups took thepictures. Then, will also answer the ask the students to give a question on their caption to the pictures activity notebook. taken.(Note:Students may use “#-hashtags” and other trendy hashtags.)*Picture of Earthquake and Faults D. Discussing new Discussion The student will present their output. Powerpoint Presentation as additional input about different kinds of faults. concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G.Finding practical Activity Performance and Output will serve as evaluation. applications of concepts and skills in daily living H. Making Generalizations and Abstractions about the Lesson I. Evaluating Learning Seatwork Group Activity Class Activity Short Quiz J. Additional activities for Assigned the next group to bring the following materials for the next activity: Two small boxes, Masking tape, Rubber band, Paper application and clip, and Toy house. Remediation V. REMARKS A. No. of learners who earned 80% of the lesson B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who have caught up 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 the 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?
