Detailed Lesson Plan in Science 7
School Sto. Tomas National High Grade SEVEN
School – Talos Extension
Teacher Jenica R. Acoba Learning SCIENCE
Area
Week/ Quarter FOURTH
Teaching Date
Grade 7
Time
Detailed Lesson
Plan
I. OBJECTIVES
The learners learn that the damage or effects on communities depend on
A. Content Standards
the magnitude of and distance from an earthquake.
By the end of the Quarter, learners will appreciate the value of
using systems to analyze and explain natural phenomena and
demonstrate their understanding of the dynamics of faults and
earthquakes. They are confident in identifying and assessing the
earthquake risk for their local communities using authentic and
reliable secondary data. They use the country’s disaster awareness
and risk reduction management plans to identify and explain to
B. Performance others what to do in the event of an earthquake. Learners explain
Standards the cause and effects of secondary impacts that some coastal
communities may experience should a tsunami be produced by
either local or distant earthquake activity.
Learners use reliable scientific information to identify and explain
how solar energy influences the atmosphere and weather systems
of the Earth and use such information to appreciate and explain the
dominant processes that influence the climate of the Philippines.
C. Learning Refer to the local disaster readiness plans to demonstrate what
Competencies to do during and after an earthquake
1. Enumerate the key components of the local disaster readiness
plan related to earthquakes.
2. Demonstrate their understanding of local disaster readiness plans
D. Lesson Objectives by simulating appropriate actions to take during and after an
earthquake.; and
3. Value the importance of disaster preparedness.
II.SUBJECT MATTER
A. Topic Earthquake Preparedness
B. Strategies Comprehension and Conceptual Understanding
Safety and Resiliency; Impacts on society as well as economic growth/
C. Integration
Society and Economic Impacts
III. LEARNING
RESOURCE
A. References
1.Teacher's Guide pages Exemplar in Science 7
2. Learner's Materials
pages
3. Textbook pages
4. Additional Materials
from learning Resource
portal
PowerPoint Presentation
B. Other Learning
Cut-outs
Resources/ SIM
Pictures
IV. PROCEDURE
TEACHER’S ACTIVITY STUDENTS’ RESPONSE
Preliminaries
“Let’s all stand for a prayer to be led by Ms. Anne” (The students will pray)
“Good morning, Ma'am Jenica. We’re glad to see you today.”
“Good morning, class.” “Thank you, ma'am.”
“None, ma'am.”
“It’s nice to see you all, too! Please be seated.”
“Who are absent today?”
“Very good!”
A. Elicit
The teacher facilitates the activity, “Pass the
cabbage”
The teacher activity requires some upbeat
music to be played. When the music starts,
the cabbage will be passed on from one
student to another, when the music stops,
the student holding the cabbage will peel
one layer of it to reveal the question.
Descriptions:
a. It refers to a series of ocean Tsunami
waves that sends surges of
water, sometimes reaching
heights of over 100 feet
(30.5 meters), onto land.
b. The motion of this type of Love wave
wave has particles that
forms a horizontal line that
is perpendicular to the
propagation direction. The
energy of Love waves
radiates in two directions
rather than three.
c. This type of waves are P-waves
compressional waves that
travel through solids, liquids,
and gases. They propagate
through a substance by
compressing and expanding it
alternately.
d. The motion of this type of
wave is a mix of longitudinal,
compressional, and dilatation. Rayleigh wave
As a result, the particles travel
elliptically in the vertical
plane.
e. They are also known as shear
waves, and they can only
propagate in hard, solid
materials by vibrating particles S-waves
in a direction perpendicular to
the propagation.
B. ENGAGE
Learners will answer the Picto-word activity to reveal the
mystery word.
The students will do the activity.
Definition of terms.
1. INTENSITY - is a measure of the strength of
shaking experienced in an earthquake.
2. WARNING - a statement or event that indicates
a possible or impending danger, problem, or
other unpleasant situation
3. READINESS - the state of being fully prepared
for something:
4. EVACUATE - remove (someone) from a place of
danger to a safer place
5. SIMULATE - to produce a situation or event that
seems real but is not real, especially in order to
help people learn how to deal with such
situations or events.
(The teacher will post the topic and objectives on the board)
C. EXPLORE
Group Activity
The learners will be grouped into 3 and be given time
to read the material. After reading, they will answer
questions to facilitate further understanding of the
ideas presented in the material, they will be given five
minutes. Afterward, they will present their work.
To further understand our topic for today, let us have an
activity.
This will be the mechanic.
Now, Your class will be divided into three groups by
counting 1-3.
Each group will receive an envelope containing your task.
What you’re going to do is to first have a brainstorming
about the topic that is assigned to your group and performed
it into drama during presentation.
Is there any clarification?
Good. You may now proceed to your respective group.
“ No, Ma’am”
Group 1
Make a skit showing things to do before earthquake.
Group 2
Make a skit showing things to do during
earthquake.
Group 3
The students will do the activity.
- Make a skit showing what to do after the earthquake.
D. EXPLAIN
Discovery Learning Approach
Guide Questions:
(The students will listen to teacher)
1. Compare the damage caused by an earthquake. What
can you say about the 2 pictures?
2. Why it is important for us to become prepare for
whatever disaster we might encounter?
(The teacher will discuss this through a PowerPoint
presentation.)
E. ELABORATE
Group Activity
Rubrics
(the students will perform the activity given)
Preparedness (different locations and contextualized
local disaster plans)
(the students will present their output afterwards)
Learners will determine if the photo shows a hazard of
earthquake or not and explain why.
GROUP 1
GROUP 2
(the students will perform the activity given)
GROUP 3 (the students will present their output afterwards)
F. EVALUATE
I. Multiple Choice.
1. Which of the following statements best describes the purpose of intensity scales in
assessing earthquake effects?
A) Intensity scales measure the depth of an earthquake's epicenter.
B) Intensity scales quantify the energy released by an earthquake.
C) Intensity scales evaluate the effects of an earthquake on people, structures, and the environment.
D) Intensity scales determine the duration of shaking during an earthquake.
2. How does the Modified Mercalli Scale differ from the Richter Scale?
A) The Modified Mercalli Scale measures earthquake magnitude, while the Richter Scale
measures earthquake intensity.
B) The Modified Mercalli Scale measures earthquake depth, while the Richter Scale measures
earthquake duration.
C) The Modified Mercalli Scale measures earthquake effects, while the Richter Scale measures
ground shaking.
D) The Modified Mercalli Scale measures earthquake frequency, while the Richter Scale
measures earthquake location.
3. During an earthquake, what is the most appropriate action to take if you are indoors?
A) Stay inside and hide under a sturdy piece of furniture.
B) Run outside and seek open space immediately.
C) Stand in a doorway to prevent door collapse.
D) Turn off all utilities and evacuate the building.
4. Which of the following items should be included in an earthquake preparedness kit?
A) Matches and candles for lighting.
B) A battery-operated radio and extra batteries.
C) Bottled water and non-perishable food items.
D) All of the above.
5. What is the primary goal of tsunami evacuation procedures?
A) To gather belongings and secure valuables.
B) To seek high ground or move inland to avoid tsunami waves.
C) To stay inside buildings and wait for rescue.
D) To drive to the coast and observe the tsunami.
II. Answer the questions below.
1. If there is a disaster, what essential things will you pack in your bag?
2. When should you prepare your things in an emergency bag?
3. What is the importance of getting ready in a disaster?
G. EXTEND
Research historical tsunamis and analyze the effectiveness of alert systems and response efforts in
mitigating the impact on affected communities.
Prepared by: Checked by:
JENICA R. ACOBA JANETH L. DELGADO
TEACHER I HEAD TEACHER II
