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School Minalabac National High School Grade Level Grade 8

DAILY LESSON LOG Teacher Emelyn B. Miraran Subject Physics

Date December 5, 2018 Grading Period 1st Grading
Content Standard 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
Performance Standard
knowledge of the location of active faults in the community.
1.The learners should be able to…using models or illustrations, explain how movements along faults
generate earthquakes.(S8ES-II-14)
2. Differentiate the
Learning Competencies
2.1 epicenter of an earthquake from its focus;
2.2 intensity of an earthquake from its magnitude;
2.3 active and inactive faults.(S8ES-IIa-15)
1. Differentiate between focus and epicenter
Specific Objectives
2. Demonstrate how movement along faults affects the surroundings.

Skills to be developed 1. Differentiating

2. Demonstrating
Module 1: Earthquakes and Faults
II. CONTENT Lesson: Focus and Epicenter


A. References
1. Teacher’s guide Pages pp.
2. Learner’s Materials pages pp. 125-127
3. Textbook Pages
4. Additional materials from learning Resource(LR) portal
5. Other Learning Resources
IV. Procedure (7E’s)

Students will play earthscapes a short game inspired from a mobile application- wordscapes. It aims
to recall concepts previously discussed about waves and wave properties, as well unlock and relate
ELICIT new terms that will be encountered in today’s lesson. There will be ten (10) keywords whose letters
are jumbled inside a circle. The students will have to rearrange the letters in order to form the correct
term. They should write the corrected words on one side of the board for later references during the

Are you familiar with the story of Bernardo Carpio in Philippine Mythology? They say that in the myth,
Bernardo Carpio is trapped in between two mountains, the earth is calm and there are no tremors. However,
ENGAGE when he successfully pushes on the two mountains even for a small bit, the people feel it as tremors or
quakes. But where exactly does the earthquake begin? We will find out in our activity, entitled where does an
earthquake start?
EXPLORE Let the students perform activity 4 pp. 125- 127 Entitled “Where does an earthquake start?”
Let the students present their works in front of the class.

Watch the short video of a news clip.

Think of this, what do you feel if you are living within these areas?

Create an acrostic poem about earthquake.


A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%
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 worked?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use or
discover which I wish to share with other teachers?