Ivy DLP 2nd Quart Cot

DEMONSTRATION LESSON PLAN
I. OBJECTIVES
The learners demonstrate an understanding of the relationship between faults and

A. Content Standards earthquakes
B. Performance Standards
The learners should be able to use models or illustrations to explain how
C. Learning Competencies/
Objectives movements along faults generate earthquake
Write the LC code for
each S8ES-IIa-14
II. CONTENT Earthquakes and Faults
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activities Learner’s Activities
Setting the mood of the learners

with a pleasant greetings
A. Reviewing previous
lesson or presenting the Presenting slide pictures of different Recalling different kinds of faults
new lesson kinds of faults by which learners will
identify
Presenting the goal of the session

B. Establishing a purpose
for the lesson Setting Rules for the Activity
Giving instructions for the Gallery

Walk Activity Assigning roles in the group
C. Presenting
examples/instances of Challenging the learners to answer
the new lesson questions regarding the picture or
model in a minute
D. Discussing new Setting a one minute time frame for (After every 1 minute each group is
concepts and practicing each group to answer questions in required to move in 10 seconds to the
new skills #1
their respective areas. next table)
1. Listing 10 cities and towns traversed
by the fault line (as shown in the West
Valley Fault Line System).
2. Manipulating a fault model and

identifying the fault formed
3. Describing how the length of a rubber

band before and after stretching and
how it may illustrate movements of rock
layers beneath
Observing learners while performing
a one (1) minute challenge to answer 4.Performing an activity to demonstrate
questions related with the pictures or the effect of bending of rock layers
model shown in the exhibit area using a stick
5. Simulating the effect of the

movements of faults as represented by
pushing two blocks with popsicle stick
sandwiched in between the moving
blocks.
6. Decoding a sentence about how

faults generate an earthquake
E. Discussing new Processing the information from the

concepts and practicing report of each group Group 1 discussing answers to
new skills #2
questions raised in table 1
Follow up questions:
Yes it is necessary to determine the
1. Is it necessary to determine the
presence of a fault line in a particular
presence of a fault line in a particular community in order to ensure safety
community? Why? once an earthquake strikes.
(Discussing the importance of ensuring
the safety of infrastructures that would
be built, by knowing the standards in
constructing earthquake proof
buildings)
Group 2 discussing answers to
2. What will happen when all three
fault movements combine?
When all three faults movements
(Affirming with exaggerated reaction combine, a devastating earthquake
for a possible occurrence of a great might occur
earthquake)
3. What do you think will happen if Group 3 discussing answers to

the movements of the layers of the questions raised in table 3
rocks reach its limit? At certain limit, the layers of rock may
break
(Elaborating how earthquake may
result when layers of the rocks
The stick illustrates the layers of the
rock and the bending illustrates the
reaches its elastic limit)
effect of the movements of rock layers
when tectonic plates collide
4. How will you relate the activity to
earthquake?
(Explaining how plates move by
convection current)
The movements of faults as illustrated
by the pushing the block causes the
vibration or earthquake.
Group 6 describing how the

movements along the faults generate
5. Explain how the movements along
earthquake.
the faults generate earthquakes?
“Cracks on the ground called faults
may regularly move until it reaches its
limit and causes vibration called
earthquake”
F.
G. Developing mastery Instructing learners to make a concept Using metacards to relate faults and
(leads to Formative map earthquakes
Assessment 3)
Raising a challenging question:
H. Finding practical
applications of concepts If earthquake may occur any time, are
and skills in daily living you prepared?
Explaining the relationship between
I. Making generalizations
and abstractions about faults and earthquake using the
the lesson metacards
Learners are proficient when they

Assessing indication of student’s could explain it through the effect of
J. Evaluating learning understanding on the relationship the movement of plates causing either
between faults and earthquakes stretching or bending of rock layers
which may cause earthquake when it
reaches its limit.
V. REMARKS
VI. REFLECTION
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?
Prepared by:
MARIA ISABEL D. ANARCON

TEACHER I
_______________________________________
Facilitator/Trainer1
_______________________________________
Facilitator/Trainer2
Observed by:
______________________________________________
Position
_______________________________________________
Position

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DEMONSTRATION LESSON PLAN

The learners demonstrate an understanding of the relationship between faults and

II. CONTENT Earthquakes and Faults

III. LEARNING RESOURCES

2. Learner’s Materials pages

4. Additional Materials from

Setting the mood of the learners

Presenting the goal of the session

Giving instructions for the Gallery

2. Manipulating a fault model and

3. Describing how the length of a rubber

5. Simulating the effect of the

6. Decoding a sentence about how

E. Discussing new Processing the information from the

3. What do you think will happen if Group 3 discussing answers to

Group 6 describing how the

Learners are proficient when they

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

B. No. of learners who require additional activities for remediation

E. Which of my teaching strategies worked well? Why did these work?

MARIA ISABEL D. ANARCON

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