SCHOOL PITOGO HIGH SCHOOL GRADE LEVEL 8

TEACHER GRADE 8-TEACHERS LEARNING AREA Science

DATE & Day 1 QUARTER FIRST
TIME

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
B. Performance Participate in decision making on where to build structures based on knowledge of
Standards Performance Standards the location of active faults in the community
LC: Module I: EARTHQUAKES AND CODE: S8ES-IIa- 14
FAULTS
Specific Objectives
C. Learning 1. Describe what fault is and how these faults related to earthquakes.
Competencies/ Objectives 2. Determine the extent of damage an earthquake can do in a particular location
Write the LC code for each 3. Define fault and explain how it is formed;
4. Describe the three types of fault and relate the types of stress associated with
each type;
5. Describe the effects of bending of rocks along faults;
II. CONTENT Quarter 2 : Module I: EARTHQUAKES AND FAULTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 8 Module Q2 W1: LG pp. 115-122
2. Learner’s Materials pages Science 8 Module Q2 W1: Learners Module, DLP and PC
3. Textbook pages Science 8 Module Q2 W1
4. Additional Materials from http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-philippines
Learning Resource (LR)
portal
5. Other Learning Materials Lecture notes, Power point and Video presentation
IV. PROCEDURES
A. Reviewing previous Elicit: Review: The students are given a
lesson or presenting (The activities in this
section will evoke or
question about the previous topic.
the new lesson draw out prior concepts
or prior experiences from
the students)

B. Establishing a On July. 1990, a strong earthquake hit

purpose for the lesson Luzon. Have you heard about it?
Engage: Maybe not, because it happened
(The activities in this before you were born. But if your
section will stimulate their
C. Presenting thinking and help them parents are from Luzon, they surely
examples/instances of access and connect prior
knowledge as a jumpstart
know about the earthquake. It is
the new lesson to the present lesson0 possible that they were even affected
by it.

D. Discussing new Explore: Earthquake wreaks havoc in the Philippines

concepts and (In this section, students
will be given time to
More than 1,000 people are killed when a 7.7-magnitude earthquake strikes
practicing new skills think, plan, investigate, Luzon Island in the Philippines on this day in 1990. The massive tremor
and organize collected
#1 information; or the wreaked havoc across a sizeable portion of Luzon, the country’s largest
performance of the
planned/prepared
island, with Baguio City suffering the most devastating effects.
activities from the The epicenter of the quake, which struck at 4:26 p.m., was north of Manila
E. Discussing new students’ manual with
data gathering with in the Nueva Ecija province. Reports indicate that the shaking went on for
concepts and Guide Questions)
nearly a full minute. Collapsing buildings were the main cause of damage
practicing new skills
and death. Getting out of a multi-story building was a good safety
#2
precaution that afternoon, although many people were injured and a few
even died in stampedes of others doing the same thing.
Explain:
(In this section, students
will be involved in an
analysis of their
exploration. Their
F. Developing mastery understanding is clarified
and modified because of
(leads to Formative reflective
Assessment 3) activities)/Analysis of the
gathered data and results
and be able to answer
the Guide Questions
leading to the focus
concept or topic for the
day.
 G. Finding practical Match column A with the correct answer on
applications of Elaborate: column B, write only the letter of answer on
concepts and skills in (This section will give the blank provided.
daily living students the opportunity
to expand and
H. Making solidify/concretize their
understanding of the
generalizations and concept and/or apply it to
a real-world situation)
abstractions about the
lesson
Evaluation:
(This section will provide
opportunities for concept Formative Test 5-item questions- Multiple Choice (attached in PPT)
check test items and
I. Evaluating learning answer key which are
aligned to the learning
objectives – content and
performance standards
and address
misconceptions- if any)
Extend:
J. Additional activities for (This section gives
situation that explains the
application or topic in a new context, or
remediation integrate it to another
discipline/societal
concern)

V. REMARKS
___Lesson was successfully carried out. Move on to the next lesson.
VI. REFLECTION
___Lesson was not carried out on time. It will be continued in the next meeting.
A. No. of learners who earned 80% in the
evaluation
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 this 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?
Pedagogies:
-Dialogue and Participation
-Holism
H. VII. GCED PEDAGOGIES -Multi-Modal
-Values Formation
-Critical Empowerment
-Applicability and Relevance
Prepared by:

MICHAEL SYMON BUCAD, LPT

Teacher I

Checked by:

MRS. IMELDA D. QUIBAN, MA

HT-V, Science Department

Noted by:

MR. ALIXANDER H. ESCOTE, MA

Principal III
 SCHOOL PITOGO HIGH SCHOOL GRADE LEVEL 8
TEACHER GRADE 8-TEACHERS LEARNING AREA Science
DATE & Day 2 QUARTER FIRST
TIME

I. OBJECTIVES
E. Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
Participate in decision making on where to build structures based on knowledge of
F.Performance Standards
Performance Standards the location of active faults in the community
LC: Module I: EARTHQUAKES AND LC: Module I: EARTHQUAKES AND
FAULTS FAULTS
Specific Objectives
G. Learning 1. Describe the appearance of a fault
Competencies/ Objectives
2. Explain how fault formed;
Write the LC code for each
3. Describe the three types of fault and relate the types of stress associated with
each type;
4. Describe the effects of bending of rocks along faults;
II. CONTENT Quarter 2 : Module I: EARTHQUAKES AND FAULTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 8 Module Q2 W1: LG pp. 115-122
2. Learner’s Materials pages Science 8 Module Q2 W1: Learners Module, DLP and PC
3. Textbook pages Science 8 Module Q2 W1
4. Additional Materials from http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-philippines
Learning Resource (LR)
portal
5. Other Learning Materials Lecture notes, Power point and Video presentation
IV. PROCEDURES
A. Reviewing previous Elicit: The students will be asked true of false questions. They will identify if the
lesson or presenting (The activities in this
section will evoke or
statement is a fact or a bluff.
the new lesson draw out prior concepts If the statement is true, they will say
or prior experiences from
the students) FACT NA FACT,
if the statement is false, they will say
BLUF NA BLUFF.

B. Establishing a Let the student work on the simple activity sheet.

purpose for the lesson Engage: (See the attached activity sheet)
(The activities in this
section will stimulate their
C. Presenting thinking and help them
access and connect prior
examples/instances of knowledge as a jumpstart
the new lesson to the present lesson0

D. Discussing new Explore: GUIDE QUESTIONS:

(In this section, students
concepts and will be given time to
1. As you move the cardboards, what can be seen in the sand?
practicing new skills think, plan, investigate, 2. What happened to the lines?
and organize collected
#1 information; or the
performance of the
planned/prepared
E. Discussing new activities from the
students’ manual with
concepts and data gathering with
Guide Questions)
practicing new skills
#2

Explain: Discussion about

(In this section, students
will be involved in an
analysis of their
exploration. Their
understanding is clarified
and modified because of
F. Developing mastery reflective
(leads to Formative activities)/Analysis of the
gathered data and results
Assessment 3) and be able to answer
the Guide Questions
leading to the focus
concept or topic for the
day.

G. Finding practical Elaborate: Let the students answer the simple

(This section will give
applications of students the opportunity
activity by fill-in the blank.
concepts and skills in to expand and
solidify/concretize their
daily living understanding of the
concept and/or apply it to
 H. Making
generalizations and
abstractions about the a real-world situation)

lesson

Evaluation:
(This section will provide
opportunities for concept Formative Test 5-item questions- Multiple Choice (attached in PPT)       
check test items and
answer key which are
I. Evaluating learning aligned to the learning
objectives – content and
performance standards
and address
misconceptions- if any)

J. Additional activities for Extend:

(This section gives
application or situation that explains the
topic in a new context, or
remediation integrate it to another
discipline/societal
concern)

V. REMARKS
___Lesson was successfully carried out. Move on to the next lesson.
VI. REFLECTION
___Lesson was not carried out on time. It will be continued in the next meeting.
A. No. of learners who earned 80% in the evaluation
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?
Pedagogies:
-Dialogue and Participation
-Holism
H. VII. GCED PEDAGOGIES -Multi-Modal
-Values Formation
-Critical Empowerment
-Applicability and Relevance
Prepared by:

MICHAEL SYMON BUCAD, LPT

Teacher I

Checked by:

MRS. IMELDA D. QUIBAN, MA

HT-V, Science Department

Noted by:

MR. ALIXANDER H. ESCOTE, MA

Principal III

SCHOOL PITOGO HIGH SCHOOL GRADE LEVEL 8

TEACHER GRADE 8-TEACHERS LEARNING AREA Science
 DATE & Day 3 QUARTER FIRST
TIME

I. OBJECTIVES
K. Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
Participate in decision making on where to build structures based on knowledge of
L.Performance Standards
Performance Standards the location of active faults in the community
LC: Module I: EARTHQUAKES AND LC: Module I: EARTHQUAKES AND
FAULTS FAULTS
Specific Objectives
M. Learning 1. Describe what fault is and how these faults related to earthquakes.
Competencies/ Objectives 2. Determine the extent of damage an earthquake can do in a particular location
Write the LC code for each 3. Define fault and explain how it is formed;
4. Describe the three types of fault and relate the types of stress associated with
each type;
5. Describe the effects of bending of rocks along faults;
II. CONTENT Quarter 2 : Module I: EARTHQUAKES AND FAULTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 8 Module Q2 W1: LG pp. 115-122
2. Learner’s Materials pages Science 8 Module Q2 W1: Learners Module, DLP and PC
3. Textbook pages Science 8 Module Q2 W1
4. Additional Materials from http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-philippines
Learning Resource (LR)
portal
5. Other Learning Materials Lecture notes, Power point and Video presentation
IV. PROCEDURES
K. Reviewing previous Elicit: Students will listen to a song about faults.
lesson or presenting (The activities in this
section will evoke or https://www.youtube.com/watch?v=St2q6oGO6xo
the new lesson draw out prior concepts
Guide Questions:
or prior experiences from
the students)
1. How do earthquakes occur and how are they detected?
2. How can people be prepared for earthquakes?

L. Establishing a Engage: Let the students play the game:

purpose for the lesson (The activities in this
section will stimulate their
M. Presenting thinking and help them
access and connect prior
examples/instances of knowledge as a jumpstart
the new lesson to the present lesson0

N. Discussing new Explore: Define and describe the following terms using pictures provided.
concepts and (In this section, students
will be given time to
practicing new skills think, plan, investigate,
and organize collected
#1 information; or the
performance of the
planned/prepared
activities from the
O. Discussing new students’ manual with
data gathering with
concepts and Guide Questions)
practicing new skills
#2

Explain: Scientists believe that the ocean floor is being pushed down deep
(In this section, students
will be involved in an into Earth along the trenches
analysis of their
exploration. Their When these rocks are pushed deep enough, they are melted by the
P. Developing mastery understanding is clarified
heat of Earth.
and modified because of
(leads to Formative reflective Some of the molten rocks will rise up through the crust and produce
Assessment 3) activities)/Analysis of the
gathered data and results volcanoes but most of it will become part of the Earth’s Mantle.
and be able to answer
the Guide Questions
leading to the focus
concept or topic for the
day.
Q. Finding practical
applications of
concepts and skills in Elaborate:
daily living (This section will give
students the opportunity
to expand and
R. Making solidify/concretize their
understanding of the
generalizations and concept and/or apply it to
a real-world situation)
abstractions about the
lesson
 Evaluation:
(This section will provide
opportunities for concept Formative Test 5-item questions- Multiple Choice (attached in PPT)
check test items and
S. Evaluating learning answer key which are
aligned to the learning
objectives – content and
performance standards
and address
misconceptions- if any)

Extend:
(This section gives
situation that explains the
topic in a new context, or
T. Additional activities for integrate it to another
application or discipline/societal
concern)
remediation

V. REMARKS
___Lesson was successfully carried out. Move on to the next lesson.
VI. REFLECTION
___Lesson was not carried out on time. It will be continued in the next meeting.
I. No. of learners who earned 80% in the
evaluation
J. No. of learners who require additional
activities for remediation
K. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
L. No. of learners who continue to require
remediation
M. Which of my teaching strategies worked
well? Why did these work?
N. What difficulties did I encounter which my
principal or supervisor can help me solve?
O. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
Pedagogies:
-Dialogue and Participation
-Holism
P. VII. GCED PEDAGOGIES -Multi-Modal
-Values Formation
-Critical Empowerment
-Applicability and Relevance

Prepared by:

MICHAEL SYMON BUCAD, LPT

Teacher I

Checked by:

MRS. IMELDA D. QUIBAN, MA

HT-V, Science Department

Noted by:

MR. ALIXANDER H. ESCOTE, MA

Principal III

SCHOOL PITOGO HIGH SCHOOL GRADE LEVEL 8

 TEACHER GRADE 8-TEACHERS LEARNING AREA Science
DATE & Day 4 QUARTER FIRST
TIME

I. OBJECTIVES
O. Content Standards Demonstrate an understanding of the relationship between faults and earthquakes
P. Performance Participate in decision making on where to build structures based on knowledge of
Standards Performance Standards the location of active faults in the community
LC: Module I: EARTHQUAKES AND LC: Module I: EARTHQUAKES AND
FAULTS FAULTS
Specific Objectives
Q. Learning 1. Describe what fault is and how these faults related to earthquakes.
Competencies/ 2. Determine the extent of damage an earthquake can do in a particular location
Objectives 3. Define fault and explain how it is formed;
Write the LC code for each
4. Describe the three types of fault and relate the types of stress associated with
each type;
5. Describe the effects of bending of rocks along faults;
II. CONTENT Quarter 2 : Module I: EARTHQUAKES AND FAULTS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Science 8 Module Q2 W1: LG pp. 115-122
2. Learner’s Materials pages Science 8 Module Q2 W1: Learners Module, DLP and PC
3. Textbook pages Science 8 Module Q2 W1
4. Additional Materials from http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-the-philippines
Learning Resource (LR)
portal
5. Other Learning Materials Lecture notes, Power point and Video presentation
IV. PROCEDURES
U. Reviewing previous Elicit: Short Review
lesson or presenting (The activities in this
section will evoke or
the new lesson draw out prior concepts
or prior experiences from
the students)
V. Establishing a Giving of Instructions.
purpose for the Engage:
(The activities in this
lesson section will stimulate their
thinking and help them
W. Presenting access and connect prior
examples/instances knowledge as a jumpstart
to the present lesson0
of the new lesson
X. Discussing new Explore:
concepts and (In this section, students
will be given time to
practicing new skills think, plan, investigate,
and organize collected
#1 information; or the
performance of the Presentation of Summative Test via PPT presentation.
Y. Discussing new planned/prepared
concepts and activities from the
students’ manual with
practicing new skills data gathering with
Guide Questions)
#2
Explain:
(In this section, students
will be involved in an
analysis of their
exploration. Their
Z. Developing mastery understanding is clarified
and modified because of
(leads to Formative reflective Test Proper
Assessment 3) activities)/Analysis of the
gathered data and results
and be able to answer
the Guide Questions
leading to the focus
concept or topic for the
day.
AA. Finding practical
applications of Elaborate:
concepts and skills (This section will give
in daily living students the opportunity
to expand and Students must finalize their answers.
BB. Making solidify/concretize their
understanding of the
generalizations and concept and/or apply it to
a real-world situation)
abstractions about
the lesson
 Evaluation:
(This section will provide
opportunities for concept
check test items and Checking papers and evaluating answers
CC.Evaluating learning answer key which are
aligned to the learning
objectives – content and
performance standards
and address
misconceptions- if any)

Extend:
DD.Additional activities (This section gives
situation that explains the
for application or topic in a new context, or
remediation integrate it to another
discipline/societal
concern)

V. REMARKS
Lesson was successfully carried out. Move on to the next lesson.
VI. REFLECTION
Lesson was not carried out on time. It will be continued in the next meeting.
Q. No. of learners who earned 80% in the
evaluation
R. No. of learners who require additional
activities for remediation
S. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
T. No. of learners who continue to require
remediation
U. Which of my teaching strategies
worked well? Why did these work?
V. What difficulties did I encounter which
my principal or supervisor can help me
solve?
W. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?
Pedagogies:
-Dialogue and Participation
-Holism
X. VII. GCED PEDAGOGIES -Multi-Modal
-Values Formation
-Critical Empowerment
-Applicability and Relevance

Prepared by:

MICHAEL SYMON BUCAD, LPT

Teacher I
Checked by:

MRS. IMELDA D. QUIBAN, MA

HT-V, Science Department

Noted by:

MR. ALIXANDER H. ESCOTE, MA

Principal III