Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 SCIENCE 8 2 60
Learning Competency/ies:
Using models or illustrations, explain how movements Code
(Taken from the Curriculum Guide) along faults generate earthquakes. S8ES-IIa-14
Key Concepts / Understandings to
be Developed There are three types of fault namely: normal, reverse and strike slip fault.
Earthquake is a vibration of the Earth due t the rapid release of energy.
Adapted Cognitive
Using
Process
varied
Domain activites,
Dimensionsthe(D.O.
OBJECTIVES:
students
No. are
8, s. 2015)
expected to
perform 75%
Knowledge accuracy
Remembering of the Identify the three types of faults.
following :
Understanding Compare normal fault from reverse faults.
Skills
Evaluating Describe how a faults generate earthquakes.
Attitude Valuing Display cooperation in a group activity.
Responding to
Values Phenomena Prepare oneself to reduce risk brought by an earthquake.
2. Content Earthquakes and Faults: How do faults produce quakes?
books : : LM, TM and Integrated Science 8
3. Learning Resources
Material: two small boxes, masking tape, rubber band, paper clip
4.1 Introductory Activity Review on the past lesson:
2 minutes How will you describe a fault?
4.2 Activity
Divide the class into five groups. Let students perform activity "Stick 'n' Slip" on page 120-122 in the
Learner's Manual and answer the guide questions then publish the result. Criteria for the presentation
of the activity 10 pts - maximum participation of the members of the group -all the answers of the
activity are correct- publish the result on time 8 pts- one or two members of the group did not
participate -one answer is mistake - publish the result 5 minutes late 5 pts.-three or more members
in the group did not participate - two answers in the activity are wrong - publish the result 8
minutes late
Divide the class into five groups. Let students perform activity "Stick 'n' Slip" on page 120-122 in the
Learner's Manual and answer the guide questions then publish the result. Criteria for the presentation
of the activity 10 pts - maximum participation of the members of the group -all the answers of the
activity are correct- publish the result on time 8 pts- one or two members of the group did not
20 minutes participate -one answer is mistake - publish the result 5 minutes late 5 pts.-three or more members
in the group did not participate - two answers in the activity are wrong - publish the result 8
minutes late
4.3 Analysis What are the three types of fault?How do faults generate earthquakes? Why not all movement along
10 minutes faults produces earthquakes?
There are three types of fault namely: normal, reverse and strike slip fault. Reverse fault - hanging
4.4 Abstraction wall moves up. Strike Slip fault - two walls move horizontal with each other.Normal fault - hanging
wall drops.
8 minutes
Once friction is overcome, the ground suddenly moves and an earthquake occurs. Some scientist
describe this process as stick and slip. At first, the rocks are stuck together due to friction. Later, the
rockes suddenly slip, generating an earthquake. Everytime a fault slips, the Earth quakes.
4.5 Application
As a student, how will you prepare yourself and the community for an earthquake's disaster?
8 minutes
4.6 Assessment Performance task based on the presentation of the activity using the
Tests rubrics.
8 minutes
4.7 Assignment Enhancing / improving the day’s Bring the following materials for our next activity two plastic rulers
2 minutes lesson and a bit of clay
4.8 Concluding Activity
I am prepared for the worst but hope for the best.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
B. No. of learners who require additional activities
D. No. of learners who continue to require remediation.
for remediation.
E. Which of my learning 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:
Name: School:
LEILA L. PINATIL SANGAT NHS
Position/
Designatio Division:
n: SST 3 CEBU PROVINCE
Contact Email address:
Number: 09954658164/09334630605 [email protected]
Edited by: JONACITA JONAS BASCO Technical Editor: ESTRELLITA L. QUIAMCO
San Fernando National High School Tolotolo National High School
TEACHER 1 School Head
Date:
AUGUST 16,2018
Code
S8ES-IIa-14
d strike slip fault.
ase of energy.
ake.
es?
ubber band, paper clip
tick 'n' Slip" on page 120-122 in the
he result. Criteria for the presentation
f the group -all the answers of the
members of the group did not
ate 5 pts.-three or more members
wrong - publish the result 8
akes? Why not all movement along
e slip fault. Reverse fault - hanging
each other.Normal fault - hanging
earthquake occurs. Some scientist
ck together due to friction. Later, the
a fault slips, the Earth quakes.
or an earthquake's disaster?
esentation of the activity using the
ur next activity two plastic rulers
HS
INCE
@yahoo.com
TRELLITA L. QUIAMCO
olo National High School
School Head
attitude
Receiving Phenomena
Responding to Phenomena
Valuing
Organization
Internalizing values
assignment
Reinforcing / strengthening the
day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/ Conferencing
Anlysis of Learners' Products
Tests
