Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
RESPONSIBLE VILLAGE LEADERS LEARNING ACADEMY (REVILLA) HIGH SCHOOL

Grade Eight Week 1

Level
Quarter Second Day 1
Grade & Section Date & Time
Confucius 06 November 2023 (Mon.) | 1: 30 p.m. – 2:30
p.m.
Aristotle 06 November 2023 (Mon.) | 2: 30 p.m. – 3:30
p.m.
Socrates 06 November 2023 (Mon.) | 3:50 p.m. – 4:50 p.m.
Plato 06 November 2023 (Mon.) | 4:50 p.m. – 5:50 p.m.
Homer 06 November 2023 (Mon.) | 5:50 p.m. – 6:50 p.m.

I.Objectives
Content Standard The learners demonstrate an understanding of: the relationship between
faults and earthquakes
Performance Standard The learners shall be able to: participate in decision making on where to
build structures based on knowledge of the location of active faults in the
community
Most Essential Learning
Competency The learners should be able to: Using models or illustrations, explain how
(write the LC code for movements along faults generate earthquakes. S8ES-IIa-14
each)
Learning Objectives 1. Describe what fault is and how these faults related to earthquakes.
2. Determine the extent of damage an earthquake can do in a particular
location
3. Encourage a continuous quest for knowledge and understanding of
earthquakes and faults, acknowledging their ongoing and evolving
significance in our world.
II. Topic EARTHQUAKES AND FAULTS (Introduction)
III. Learning Resources
1. Teacher’s Guide Pages 115-122
2. Learner’s Guide Pages
3. Textbook Pages
4. Additional Materials from http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-
Learning resources the-philippines, https://www.youtube.com/watch?v=1qyYYO3McbE
Science Process Skills Identifying, Recalling and Describing
IV. Procedure Daily routine
Prayer, Greetings, Checking of Attendance, and Classroom Management.

ELICIT Picture analysis.

If you recall, it was mentioned in Grade 7

that the Philippines is located along the
Ring of Fire, How does this affect us?
https://www.google.com/search?
q=pacific+ring+of+fire+four+oic+one+word&tbm=isch&ved

ENGAGE Article Reading

Earthquake wreaks havoc in the Philippines
More than 1,000 people are killed when a 7.7-magnitude earthquake
 strikes Luzon Island in the Philippines on this day in 1990. The massive
tremor wreaked havoc across a sizeable portion of Luzon, the country’s
largest island, with Baguio City suffering the most devastating effects.
The epicenter of the quake, which struck at 4:26 p.m., was north of
Manila in the Nueva Ecija province. Reports indicate that the shaking
went on for nearly a full minute. Collapsing buildings were the main
cause of damage and death. Getting out of a multi-story building was a
good safety precaution that afternoon, although many people were
injured and a few even died in stampedes of others doing the same thing.
At Christian College, a six-story building completely collapsed,
trapping approximately 250 students and teachers inside. Heroic rescue
efforts saved many, but some victims who did not die in the collapse
were found dead later from dehydration because they were not pulled
out in time.
All types of buildings, including several resort hotels in Baguio, known
as the Philippines’ Summer Capital, suffered tremendous damage. Most
of the city’s 100,000 residents slept outdoors that evening and during the
following week, afraid to return to their homes amid the frequent
aftershocks. For days, workers pulled bodies from the demolished
buildings in Baguio. The best estimate is that 1,000 bodies were
eventually recovered. At least another 1,000 people suffered serious
injuries. Rescue efforts were hampered severely because the three main
roads into the city were blocked by landslides. Hundreds of motorists
were stranded on the roads as well. Outside of Baguio, a chemical factory
fire also caused terrible damage. The Tuba gold and copper mine in the
area lost 30 workers when a mine collapsed.
Baguio, sitting on at least seven fault lines, is now listed as one of the
most risk-prone cities in Asia. In addition to the risk of earthquakes, the
area’s high annual rainfall increases the likelihood of deadly landslides.
American military personnel stationed in the Philippine archipelago
took part in the relief effort. The area was revisited by disaster less than
a year later when Mount Pinatubo erupted. Some geologists believe the
two events were connected.
EXPLORE Let the learners watch a video about the 2013 Earthquake in Bohol and
Cebu and answer the guide questions.
EXPLAIN 1. Where is the epicenter of the earthquake?
2. Discuss how devastating a 7.2 intensity earthquake is.
ELABORATE The teacher will continue in her PowerPoint presentation to provide the
learners with an in-depth discussion and explanation of the lesson and to
correct any misconception.

Application
Directions: list 2 -3 act showing what will you do when a magnitude 7.2
earthquake strikes your town.

Generalization:
An Earthquake is a sudden movement of the earth's crust caused by the
release of stress accumulated along geologic faults or by volcanic activity
which can result to destruction of properties and the loss of many lives.
EVALUATE Directions: Read each item carefully. Choose the letter of the correct
answer.

1. When was the 7.2 Earthquake took place in the Philippines?

a. 1990 b. 1991 c. 2010 d. 2013
Ans. D
2. Where in the Philippines this earthquake have badly hit?
a. Bohol b. Baguio c. Cavite d. Cebu Ans. A
3. Which of the following are safer in during an earthquake?
a. inside the house b. outside in an open area
c. inside the car d. under a tree
 ans. c
4. Which agency of the government in the Philippines is monitoring the
movement of the earth crust?
a. PHIVOLCS b. DOSTc. PAGASA d. DENR ans. A
5. It is a sudden movement of the earth's crust caused by the release of
stress accumulated along geologic faults or by volcanic activity.
a. typhoon b. flood
c. tsunami d. earthquake ans. D
EXTEND Cut or copy 1 newspaper clippings about Earthquakes that happens in
CALABARZON Area. You can also get your news item from the internet.
Bring the following materials for tomorrows activity and discussion
two sheets of cardboard (or folder) ,fine sand ,ruler and
newspaper (or plastic sheet ) as wide as a newspaper page

V. Index of Mastery
SECTION SCORE MP A. B. Did the No. of
S No. of No. of remedial learners
learners learners lessons who
who who work? continue
5 4 3 2 1 0
earned require No. of to require
80% in additional learners remediati
the activities who have on
evaluatio for caught
n remediatio up the
n lesson
Aristotle

Confucius

Homer

Plato

Socrates

VI.Reflection

Prepared by: Checked by:

JACKYLYN A. AVILA ANDREA M. CELESTINO

Teacher I / Science 8 OIC/Head Teacher VI
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
RESPONSIBLE VILLAGE LEADERS LEARNING ACADEMY (REVILLA) HIGH SCHOOL

Grade Eight Week 1

Level
Quarter Second Day 2
Grade & Section Date & Time
Aristotle 07 November 2023 (Tues.) | 12:30 p.m. – 1:30
p.m.
Plato 07 November 2023 (Tues.) | 1: 30 p.m. –2:30
p.m.
Confucius 07 November 2023 (Tues.) | 2:30 p.m. – 3:30
p.m.
Socrates 07 November 2023 (Tues.) | 3:50 p.m. – 4:50
p.m.
Homer 08 November 2023 (Wed.) | 2: 30 p.m. – 3:30
p.m.

I.Objectives
Content Standard The learners demonstrate an understanding of: the relationship between
faults and earthquakes
Performance Standard The learners shall be able to: participate in decision making on where to
build structures based on knowledge of the location of active faults in the
community
Most Essential Learning
Competency The learners should be able to: Using models or illustrations, explain how
(write the LC code for movements along faults generate earthquakes. S8ES-IIa-14
each)
Learning Objectives 1. describe the appearance of a fault .
2. explain how a fault forms.
3. Cultivate a curiosity and appreciation for the natural processes
leading to geological faults and their role in shaping the Earth's
surface.

II. Topic WHAT IS A FAULT?

III. Learning Resources
1. Teacher’s Guide Pages TG pp.47
2. Learner’s Guide Pages LM pp. 116 – 118
3. Textbook Pages
4. Additional Materials from https://ltgenerators.com/san-andreas-fault-line/
Learning resources
Science Process Skills Communicating, observing and inferring
IV. Procedure Daily routine
Prayer, Greetings, Checking of Attendance, and Classroom Management.

ELICIT Why do earthquake occur?

What is the relationship between earthquakes and faults?
 ENGAGE What do you think is this picture?
Earthquakes are associated with
faults. When a fault suddenly moves, an
earthquake occurs.

https://ltgenerators.com/san-andreas-fault-line
EXPLORE Let the learners do activity : A fault-y setup. See attached copy of the
activity
EXPLAIN Discuss the answer to the given activity
Q1. As you move the sheets, what is formed in the sand?
Q2. What happens to the lines?
ELABORATE The teacher will continue in her PowerPoint presentation to provide the
learner an in-depth discussion and explanation of fault.
A fault is a fracture or zone of fractures between two blocks of rock.
Faults allow the blocks to move relative to each other. This 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 few millimeters to
thousands of kilometers. Most faults produce repeated displacements
over geologic time.
EVALUATE Complete the paragraph by filling up the blanks with the correct words.

A ___1_____ is a fracture or zone of fractures between two blocks

of___2___. Faults allow the blocks to move relative to each other. This
____3______may occur rapidly, in the form of a ______4_____- or may occur
slowly, in the form of creep. Faults may range in length from a few
millimeters to thousands of kilometers. Most faults produce repeated
______5____over geologic time.
Answer (1.Fault; 2. rock;3. movement; 4. earthquake; 5. displacement)
EXTEND How do faults produce quakes?
List down the active and non active fault in the Philippines.
 Address: Maliksi I, City of Bacoor, Cavite

Contact Numbers: +63 919 076 9113 (046) 434-7341

V. Index of Mastery
SECTION SCORE MP A. B. Did the No. of
S No. of No. of remedial learners
learners learners lessons who
who who work? continue
5 4 3 2 1 0
earned require No. of to require
80% in additional learners remediati
the activities who have on
evaluatio for caught
n remediatio up the
n lesson
Aristotle

Confucius

Homer

Plato

Socrates

VI.Reflection

Prepared by: Checked by:

JACKYLYN A. AVILA ANDREA M. CELESTINO

Teacher I / Science 8 OIC/Head Teacher VI
Activity 1
A fault-y setup
Objectives:
After performing this activity, you should be able to:
1. describe the appearance of a fault; and
2. explain how a fault forms.
Materials Needed:
two sheets of cardboard (or folder)
fine sand
ruler
newspaper (or plastic sheet) as wide as a newspaper page
Procedure:
1. Spread the newspaper on a table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge (Figure 1).
3. Pour sand along the boundary of the two sheets (Figure 2).
4. With the ruler, flatten the top of the sand and make two parallel lines.

Figure 1. Cardboard sheets placed side

by side Figure 2. Sand along the boundary. Figure 3. Top of sand flattened

5. Now, move the sheets slowly in the direction shown in Figure 3.

Q1. As you move the sheets, what is formed in the sand?
Q2. What happens to the lines?

Conclusion:

________________________________________________________________________________________
________________________________________________________________________________________
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
RESPONSIBLE VILLAGE LEADERS LEARNING ACADEMY (REVILLA) HIGH SCHOOL

Grade Eight Week 1

Level
Quarter Second Day 3
Grade & Section Date & Time
Socrates 2023 (Wed.) | 1: 30 p.m. – 2:30 p.m.
Plato 2023 (Wed.) | 3:50 p.m. – 4:50 p.m.
Aristotle 2023 (Wed.) | 4:50 p.m. – 5:50 p.m.
Confucius 2023 (Thurs.) |12: 30 p.m. – 1:30 p.m.
Homer 2023 (Thurs.) |2: 30 p.m. – 3:30 p.m.

I.Objectives
Content Standard The learners demonstrate an understanding of: the relationship between
faults and earthquakes
Performance Standard The learners shall be able to: participate in decision making on where to
build structures based on knowledge of the location of active faults in the
community
Most Essential Learning
Competency The learners should be able to: Using models or illustrations, explain how
(write the LC code for movements along faults generate earthquakes. S8ES-IIa-14
each)
Learning Objectives 1. Describe the three types of fault and stress.
2. Draw the position of the hanging wall and footwall in relation to
the different types of fault.
3. Foster a sense of responsibility towards geological conservation
and the importance of understanding and mitigating geological
hazards for the safety and well-being.

II. Topic Types of Fault and Stress

III. Learning Resources
1. Teacher’s Guide Pages TG pp.47
2. Learner’s Guide Pages LM pp. 122 - 124
3. Textbook Pages
4. Additional Materials from
Learning resources
Science Process Skills Communicating, observing and inferring
IV. Procedure Daily routine
Prayer, Greetings, Checking of Attendance, and Classroom Management.
 ELICIT Do you see anything unusual in
the picture?
Recall and compare what you see
in the picture and what you saw
in the activity yesterday. Is there
something in the picture that
looks like what was formed in the
activity? Do you see anything
similar?

ENGAGE Do you know what is stress? What are the possible things that might
happen when you are always feeling stressed? In connection to rocks, do
you think roc encounter stress?
EXPLORE Let the learners do activity : Types of Fault. See attached copy of the
activity
EXPLAIN 1. What is fault?
2. With your 3-D model of the fault block. Identify the three types of
Fault.
3. Provide a short description of each of the types of fault using your
fault block model
4. Are all movement along fault produces earthquake?

ELABORATE The teacher will continue in her PowerPoint presentation to provide the
learner an in-depth discussion and explanation of fault.
Fault blocks represent blocks of the earth’s crust. Each color represents
a layer of the earth while the diagonal black lines represent fault in the
Earth’s crust.
Three types of faults are: Normal, Reverse and Strike-slip fault
Stress in the earth’s crust is caused by forces pushing and pulling on it.
Three types of stress are: Compression, tension and shearing.
EVALUATE Read each statement carefully. Write TRUE if the statement is
correct and FALSE if it is incorrect.
1. Hanging wall is describe as the portion of a fault block below the
fault plane. – FALSE
2. Reverse faults usually produced rift and Valley. – FALSE
3. When enough stress is applied, fault are created. -TRUE
4. The type of stress that causes the rock to push or collied is the
compression – TRUE
5. The three types of stress are Normal, Reverse and Strike-slip-
FALSE

EXTEND Bring the following materials for tomorrows activity and discussion
two small boxes (fruit juice boxes are ideal),masking tape rubber band
and 5-10 pcs paper clips
 Types of Fault
Objective
Describe the three types of faults and stress.
Draw the position of the hanging wall and footwall in relation to the different types of fault.
Materials
Fault blocks

Procedure:
1. Prepare foam block models as shown in Figure 1A.

2. label the blocks with hanging wall and footwall.

3. Demonstrate the movement of the fault blocks model to simulate each type of fault.
 For a Normal fault, pull the model apart to create a gap, and the hanging wall moves

downward.

 For a Reverse fault, push the model together, and the hanging wall moves upward.

 For a Strike-slip fault, slide one block past the other horizontally without significant vertical
movement.

Guide questions
What is fault?
With your 3-D model of the fault block. Identify the three types of Fault.
Provide a short description of each of the types of fault using your fault block model. Are all
movement along fault produces earthquake?

Address: Maliksi I, City of Bacoor, Cavite

 V. Index of Mastery
SECTION SCORE MP A. B. Did the No. of
S No. of No. of remedial learners
learners learners lessons who
who who work? continue
5 4 3 2 1 0
earned require No. of to require
80% in additional learners remediati
the activities who have on
evaluatio for caught
n remediatio up the
n lesson
Aristotle

Confucius

Homer

Plato

Socrates

VI.Reflection

Prepared by: Checked by:

JACKYLYN A. AVILA ANDREA M. CELESTINO

Teacher I / Science 8 OIC/Head Teacher VI

Address: Maliksi I, City of Bacoor, Cavite

 Contact Numbers: +63 919 076 9113 (046) 434-7341

Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
RESPONSIBLE VILLAGE LEADERS LEARNING ACADEMY (REVILLA) HIGH SCHOOL

Grade Eight Week 1

Level
Quarter Second Day 4
Grade & Section Date & Time
Plato 2023 (Thurs.)| 3: 50 p.m. – 4:50 p.m.
Aristotle 2023 (Thurs.)| 4: 50 p.m. – 5:50 p.m.
Confucius 2023 (Fri.)| 12:30 p.m. – 1:30 p.m.
Homer 2023 (Fri.)| 2:30 p.m. – 3:30 p.m.
Socrates 2023 (Fri.)| 2:30 p.m. – 3:30 p.m.
I.Objectives
Content Standard The learners demonstrate an understanding of: the relationship between
faults and earthquakes
Performance Standard The learners shall be able to: participate in decision making on where to
build structures based on knowledge of the location of active faults in the
community
Most Essential Learning
Competency The learners should be able to: Using models or illustrations, explain how
(write the LC code for movements along faults generate earthquakes. S8ES-IIa-14
each)
Learning Objectives 1.Differentaite the types of faults and stress,
2. explain how faults generate earthquakes; and explain why not all
movement along faults produces earthquakes
3. Develop a scientific attitude characterized by critical thinking,
skepticism, and the willingness to question and test hypotheses related
to fault-induced earthquakes.
II. Topic HOW DO FAULTS PRODUCE QUAKES?
III. Learning Resources
1. Teacher’s Guide Pages TG pp.47
2. Learner’s Guide Pages LM pp. 122 - 124
3. Textbook Pages
4. Additional Materials from
Learning resources
Science Process Skills
IV. Procedure Daily routine
Prayer, Greetings, Checking of Attendance, and Classroom Management.

ELICIT Describe the direction of the arrows , relate this to our topic yesterday.

ENGAGE Ask the class about Michael Jackson's famous moonwalk. The teacher will
let a student do the moonwalk in front of the class or show a video clip.
Ask the possible relationship of the movement of the shoes and the floor.
EXPLORE Let the student do activity 2: Stick ‘n’ slip. See attached copy of the
activity.
EXPLAIN 1. What happens to the rubber band?
2. Keep on pulling on the rubber band. What happens to the box
attached to the rubber band? Note: The tape is supposed to come
 off, so stick it on very lightly.
3. What happens to the “house”?
4. Which is the “fault” in this setup?

ELABORATE The teacher will continue in her PowerPoint presentation to provide the learner an
in-depth discussion and explanation of fault.
Imagine the boxes as the ground, and the boundary between them as a
fault. Energy from inside the Earth makes the ground move. You simulate
this by pulling on the rubber band. There is no movement right away
because of friction. (What represents friction in the activity?)
Once friction is overcome, the ground suddenly moves and an
earthquake occurs. Some scientists describe this process as stick and
slip. At first, the rocks are stuck together due to friction. Later, the rocks
suddenly slip, generating an earthquake.
Earthquakes occur on faults. A fault is a thin zone of crushed rock
separating blocks of the earth's crust. When an earthquake occurs on one
of these faults, the rock on one side of the fault slips with respect to the
other.

EVALUATE Directions: Pair the given term according to your observation

Write your answer on the number below.

Two box 1. _____________ earthquake

Tape 2._____________ shaking
As you pull the rubber bond 3. ____________ fault
A crack on the ground 4.____________ frictional force
A sudden jolt 5._________________ opposing plates

EXTEND What are the different types of fault? What is stress?

 Address: Maliksi I, City of Bacoor, Cavite

Contact Numbers: +63 919 076 9113 (046) 434-7341

V. Index of Mastery
SECTION SCORE MP A. B. Did the No. of
S No. of No. of remedial learners
learners learners lessons who
who who work? continue
5 4 3 2 1 0
earned require No. of to require
80% in additional learners remediati
the activities who have on
evaluatio for caught
n remediatio up the
n lesson
Aristotle

Confucius

Homer

Plato

Socrates

VI.Reflection

Prepared by: Checked by:

JACKYLYN A. AVILA ANDREA M. CELESTINO

Teacher I / Science 8 OIC/Head Teacher VI
 Activity 2. Stick ‘n’ slip

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 Needed: two small boxes (fruit juice boxes are ideal) masking tape rubber band paper
clip

Procedure:
1. Attach the rubber band to the paper clip. Then attach the paper clip to one end of one
box. (See Figure 5. The ruler is included for scale.)
2. Place the boxes side by side. Put a toy house on the box with the rubber band. Then tape
(lightly?) the two boxes together as shown in Figure 6. Important: Do not stick the tape on
the boxes too much. The tape is meant to come off
3. With your left hand, hold the box without the rubber band in place. With your other hand,
slowly pull on the rubber band in the direction shown in Figure 7.

QUESTIONS
Q1. What happens to the rubber band?
Q2. Keep on pulling on the rubber band. What happens to the box attached to the rubber
band? Note: The tape is supposed to come off, so stick it on very lightly.
Q3.What happens to the “house”?
Q4. Which is the “fault” in this setup?
CONCLUSION: