Republic of the Philippines Department of Education Division of Muntinlupa City

Muntinlupa Business High School

Espeleta Street, Buli Muntinlupa City
LESSON EXEMPLAR IN SCIENCE
Aquamarine, Topaz,
Grade Level 8 Section Garnet, Jade and UNIT Second Quarter Pages
Jasper

Topic Earth and Space

Subtopic Earthquake and Faults

Teaching Dates & Time Nov 14- 16

The learners demonstrate an understanding of:

Content Standards
The learners demonstrate an understanding of the relationship between faults and earthquakes.

The learners should be able to:

Performance Standards Participate in decision making on where to build structures based on knowledge of the location of active faults in
the community.

The learners should be able to…

Learning Competency Using models or illustrations, explain how movements along faults generate

earthquakes.

Code S8ES-IIa-14

At the end of 60 minutes teaching – learning process, sixty percent (60%) of the learners
should be able to:
1. Define operationally what is fault and how it is formed.

Specific Learning Objectives 2. Describe the three types of faults and relate with the types of stress.

3. Illustrate how movements along faults generate earthquake.

4. Describe the effects of bending of rocks along earthquakes.

Describing, identifying, performing, recognizing, justifying ,Communicating and observing

Science Process Skills

Department of Education (2017) Science 8 Learners Materials. First Edition. Department of Education Bureau of
References/Resources
learning Resources (DepEd-BLR)

Materials For Teachers Use For Students Use

Power Point Presentation Ball-pen

Projector Note book
Whiteboard marker
Eraser

For Activity Use

Power point presentation Ball-pen

Index card 1/4 sheet paper
1/8 illustration board
Sand ( Buhangin)
Ruler
News paper
Manila paper
Marker
2 zesto- O box
Rubber Band

PAGE
PAGE \*
 1 paper Clip

Concepts:
(Must specifically EARTHQUAKE AND FAULTS: HOW MOVEMENTS ALONG FAULTS GENERATE EARTHQUAKE
explain or discuss
the scientific A fault is a fracture or zone of fractures between two blocks of rock. Blocks move relative to each other along the fault plane. This
concept/s that is movement may occur rapidly, in the form of an earthquake or may occur slowly, in the form of creep. Faults may range in length from a
introduced in the few millimeters to thousands or kilometers. Most faults produce repeated displacements (movement) over geologic time. During an
lesson with earthquake, the rock on one side of the fault suddenly moves respect to the other. The fault surface can be horizontal, vertical, or oblique
corresponding (horizontal or vertical movement).
equations and
illustrations as
needed)
Materials Needed Teacher’s Task Students’ Task/Activity Assessment
Daily Routine  Greeting The student will perform the given
(5mins) tasks
(Please identify the “Good Morning Class?
different parts of
your daily routine  Prayer
before proceeding to “ Good Morning Ma’am!”
“ Who wants to lead a prayer?
the lesson)

Student Raise their hand

 Classroom Management

“Before you sit-down arrange your

chair properly and pick up the Student arrange their chair and
pieces of trash under your chair” pick up the pieces of trash

 Checking of Attendance

“ Mr/Ms Secretary how many are

you now?
“ I’m glad ma’am that all of us are
present today”
Elicit Power Point The teacher assign the student to The assign student do the weather Activity # 1 Weather news forecaster
(20mins) Presentation do weather forecaster for their forecaster.
(The activities in this activity 1 Direction: The assign student will do
section will evoke or Weather news forecaster for
draw out prior earthquakes, the reporters need to
concepts or prior “ Okey class please go to the front have questions, and the remaining
experiences from the assign weather forecaster for The student will go to the front to student will answer the reporters
the students) today” present weather forecaster question.

The student start their presentation

The question is made by the
“ The remaining student please “ Okay po ma’am reporters.
listen to them ang get ready
because they have question to you Rubric for the reporters
after the report. 5 4 3 2
Content
Creativity
Execution
Question

Engage: The teacher will divide the students The student will read the direction Activity # 2 It’s Your Fault
(5mins) into 2 groups and shows the and answer the second activity
(The activities in this second activity and call the student Directions: Identify each of the
section will stimulate to read the mechanics. figures below whether it
their thinking and represents strike-slip fault,
help them access normal fault, or reverse fault
and connect prior based on the given
knowledge as a The second activity is; descriptions below. Write your
jumpstart to the answers on a separate sheet
present lesson) It’s Your Fault of paper.

“ Who wants to read the Direction? Student Raise their hand

PAGE
PAGE \*
 “ If you want to answer just raise “ Okay po Ma’am “
your hand representative ”

Student Raise their hand

Expected answer.

1. Reverse fault

2. Normal fault

3. Strike-slip fault

“ Ma’am i think earthquake and

“ What do you think our topic for faults”
today? Strike-slip fault - rocks are
sliding past each other
horizontally.

Normal fault - two blocks of

crust pull apart create space,
stretching the crust into a
valley. In a normal fault, the
hanging wall drops down.

Reverse fault - also known as

thrust fault, sliding one block
of crust on top of another. This
fault is commonly found in
collisions zones
Explore: The teacher show the next slide The student will read the Activity # 3 Do it with me
(20mins) of PPT and the third activity is : direction and answer the third
(In this section activity Group 1
students will be Objectives:
given time to think, After performing this activity,
plan, investigate, The third activity is you should be able to:
and organize
collected Do it with me 1. Describe the appearance of a
information; or the fault;and
performance of the “ Class you only have 10 2. Explain how faults forms.
planned/ prepared minutes to do it and answer
“ Yes po ma’am”
activities from the the guide question Material
students’ manual Expected Answer - 1/8 illustration board
with data gathering “ For group 1 Read the - Sand ( Buhangin)
with Guide objectives, direction, procedure : - Ruler
Questions*). and guide question carefully. - News paper
Structured inquiry* Q1. is formed in the sand. A - Manila paper
crack, line, or break - Marker

Q2. The lines are shifted or Procedures

1. Spread the newspaper or
displaced. The lines split or plastic on the table or flat
surface. Do the activity on the
break into two as a result in newspaper or on the plastic
2. Arrange the two sheets of
the movement of the cardboard edge to edge
3. Pour the sand along the
cardboard underneath.
boundary of two sheets
Q3. Yes. The road is broken 4. With the ruler . flatten the
top of the sand and make two
and shifted in opposite side parallel lines.
5. Now, move the sheets
or direction. The road is slowly in the direction shown
in
being displaced.
Guide Question
Q4. Yes Q1. As you move the sheets,

PAGE
PAGE \*
 Q5. There is a similar break what is formed in the sand ?
Describe
that cuts across the road,
Q2. What happened to the
and lines present on the top of the
sand?
the road is displaced
6. Study the figure4
by it.

Q3. Do you see anything

unusual on figure 4?
Q4. Compare what you see in
the picture and what your
group saw in the activity ; is
there something in the picture
the looks like what was formed
in the activity?

Q5. what do you think is the

similarities of the figure 4 to
the activity your group have
done ?

Group 2
Objectives
After performing this activity, you
should be able to:

1. . Explain how faults generate

earthquakes , and
2. Explain why not all movement
along faults produces earthquakes.

Materials
“ For Group 2 “ For group 1 2 zesto- O box
Read the objectives, direction, Rubber Band
procedure and guide question 1 paper Clip
Manila paper
carefully.
Marker

Procedure
1. Attach the rubber band to the
paper clip the attach the paper clip to
“ Yes ma’am”
one end of the box
Expected Answer 2. Place the boxes side by side. Put
a toy house on the box with the
Q1. It will serve and hold a rubber band. Then tape lightly the
zesto box two boxes together
3. With your left hand, hold the box
Q2. It will pull a zesto box without the rubber band in place.
towards me With your other hand, slowly pull on
the rubber band
Q3. The house fell and the
tape stuck between the two Guide Question:
zesto boxes came off Q1. What happen to the rubber
band?
Q4. the space between the Q2. Keep on pulling on the rubber
two zesto boxes band what happened to the box
attached to the rubber band?
Note: the tape is supposed to come
off, so stick it on very lightly
Q3. what happened to the “house”?
Q4. which is the “Fault” in this set
up?

PAGE
PAGE \*
 Rubrics:
Content and answer 20 points
Fault Model Creativity 20 points
Presentation 10 points

“ You may now start to present

it”

The group 1 will present it

first and after that the second
group will be turn.

Explain: The teacher will further discuss the

(Day 2 information about earthquake and
25 mins) faults
(In this section,
students will be Earthquake
involved in an
analysis of their - The shaking or trembling caused
exploration. Their by the sudden release of energy
understanding is
clarified and - All occur when rocks along a fault
modified because of suddenly move.
reflective activities)/
Analysis of the Types of Natural Earthquake
gathered data and 1. Tectonic- earthquakes produced
results and be able by sudden movement along faults
to answer the Guide and plate boundaries
questions leading to 2. Volcanic- earthquakes produced
the focus concept or by movement of magma beneath
topic for the day*. volcanoes

TYPES OF FAULTS
• Normal Fault – when the hanging
wall move down relative to the foot
wall. The crust actually extends
and lengthens.

• Reverse Fault – The hanging wall

moves up relative to the foot wall.
The crust is shortened.

• Strike-Slip Fault – The movement

is purely horizontal, with no up-and-
down displacement. It will be either

PAGE
PAGE \*
 right lateral fault or left lateral fault.
➢ Right Lateral Fault – The block
on the other side is displaced to
right.
➢ Left Lateral Fault – The block on
the other side is displaced to left.

Stress – It is the force applied to a

rock and may cause deformation.

TYPES OF STRESS
• Compression – The rocks are
squeezes together, causing rocks
to fold or fracture.
• Tension – The rocks are pulled
apart, causing rocks lengthen or
break apart.
• Shear – The forces are parallel
but moving in opposite

Elaborate: The teacher asks the student first if The student will do the fourth Activity #4 Describe Me
(10 mins) they understand the lesson. activity.
(This section will Directions: Choose the
give students the After that statements in column A that
opportunity to best describe each of the
expand and The teacher show the fourth types of faults in Column B.
solidify/concretize Write the letter of your answer
their understanding activity and call the student to read on a separate sheet of paper.
of the concept the direction
and/or apply it to a The student will read the direction
real-world situation)
The fourth activity is;

Describe me

“ Okay class you have 5 mintues to

answer this “ Copy po ma’am”
Expected answer

1. B
2. C
3. A

PAGE
PAGE \*
Evaluation: The teacher asks the student first if The student will do the fourth Activity # 5 Fill in the blank
(10mins) they understand the lesson. activity.
(This section will Directions: Fill in the blanks
provide After that with the correct term to
opportunities for complete the statements.
concept check test The teacher show the fourth Write your answers on a
items and answer separate sheet of paper.
key which are activity and call the student to read 1. ______________ faults
aligned to the the direction form when the hanging wall
learning objectives – The student will read the direction drops down.
content and 2. ______________ faults
performance The fifth activity is; form when the hanging wall
standards and moves up. 3.
address Fill in the blank ______________ faults have
misconceptions –if walls that move sideways, not
any) “ Okay class get 1/4 sheet of paper The student do the activity. up or down.
you have 5 minutes to answer this 3. ______________ is the
Expected Answer shaking of the surface of the
Earth resulting from the
1. normal sudden release of energy in
2. reverse the lithosphere.
3. strike slip 5. ______________ are thin
4. Earthquake zones of crushed blocks of
5. Fault rocks. These are often in
centimeters to thousands of
kilometers long.
Extend: The teacher will give an The students will write
(5mins) assignment to student
(This section gives the assignment given by the
situation that Assignment: teacher
explains the topic in 1. Search the example of
a new context, or Normal fault, Reverse fault
integrate it to and Strike slip fault
another
discipline/societal 2. Differentiates the
concern) following:
• Active and Inactive

PAGE
PAGE \*
 Fault
• Epicenter and Focus
• Intensity and
Magnitude

Remarks

A. No. of learners who earned 70% on the formative

assessment.

B. No. of learners who require additional activities for

remediation.

C. Did the remedial lessons work?

D. No. of learners who caught up with the lesson.

E. No. of learners who continue to require remediation.

Reflection:
F. Which of my teaching strategies worked well? Why
did these work?

G. What difficulties did I encounter which my principal

or supervisor can help me solve?

H. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

PREPARED BY:

Name of Student: Christel Joy G. Morante

BSED 4D – Sciences

PAGE
PAGE \*