Content Standards: The learners demonstrate an understanding of the relationship between faults

and earthquakes.

Performance Standards: The learners should be able to participate in decision making on where
to build structures based on knowledge of the location of active faults in the community and make
an emergency plan and prepare an emergency kit for use at home and in school.

Learning Competency: The learners should be able to explain how movements along faults
generate earthquakes using models or illustrations. (S8ES-IIa-14)

I. Objectives: At the end of the lesson, the students must have:

a. explained how movements along faults generate earthquakes through models or
illustrations;
b. demonstrated the movement that occurs in each type of fault using hand
movements; and
c. discussed the importance of preparedness in times of calamity.

II. Subject Matter: Earthquakes and Faults

A. Textbook: Department of Education (2013). K to 12 Science 8 Learner’s Module. pp. 115-
122
B. References: Earthquakes and faults. (2017, August 23). Share and Discover Knowledge
on SlideShare. https://www.slideshare.net/jhim1022/earthquakes-and-faults-79083771
C. Instructional Materials: Powerpoint presentation, animation, pictures, google meet,
jamboard, and quizizz.

III. Procedure: 5E’s Method

Teacher’s Activity Students’ Activity

A. Engage

Good morning, Grade 8 students! Good morning, Miss!

Before we start, let us have our opening prayer.
May I request the prayer leader for today to
lead us in prayer. (Students do as told.)

How are you this morning, class? We’re fine, Miss!

That is great to hear! Now class, before we start

our formal discussion, I want you to clean up
your space or table, arrange them properly,
make sure to remove things that could distract
you, and of course turn on your cameras for us
to see each other. Do it at a count of five.

(Teacher does the counting) (Students do as told.)

Alright, are there any absentees for today? If

there are, kindly chat in the chatbox their
names and their reasons.

Since this is my first time teaching you, allow

me to introduce myself. I am Teacher Sheila
Mae Pielago and you can call me Miss Sheila.

What is my name again, class? Miss Sheila.

Okay, that is good. In this class, rules are very

important. As your Science teacher, I have my
set of rules to be followed in this class. These
are abbreviated as L.A.B. L stands for listen to
our discussion. A stands for always participate
and cooperate in the class and B stands for be
respectful.

Are my rules clear, class? Yes, Miss.

1. Review

Very good! Now class, last meeting your topic

was about Sound, Light, and Heat, right? Yes, Miss.
That is right! Now to test if you really
understand the topic, let us have an activity.
The title of our activity is “Sa True Lang!”.

We will be using Quizizz to conduct our short

quiz for review. Click the link attached in the
chatbox to join the quiz. Type your name as
you join our quiz room. For those who have
unstable internet connection right now, do not
worry because I will be presenting the quiz and
you may chat your answer in the chatbox. Is
that clear class? Yes, Miss.

Alright, you may now start entering the quiz.

Do this in 30 seconds. (Students do as told.)

Quizizz Link:
https://quizizz.com/join/quiz/61693fa0474578
001d94938a/start?studentShare=true

Directions: Read each statement carefully.

Click TRUE if you think the statement is
TRUE. Otherwise, click FALSE if you think
the statement is FALSE. You have 10 seconds
to answer each question. Yes, Miss.

Are the directions clear, class?

Very well. Let us start now the quiz. Possible Answers:

1. Sound travels FASTEST through solid 1. True

materials. 2. False - Spectrum
2. When light shines through a prism it 3. True
creates an electromagnetic wave. 4. True
3. Heat energy always moves from higher 5. False - Sound
temperature to lower temperature.
4. A rainbow forms when white light
separates into different colors during
refraction.
5. An object that does not vibrate cannot
produce heat.

Very good! Class, you scored 5/5 that means

excellent! This clearly shows that you really
understood the previous discussion. So,
because of this, all of you deserve a 5 Big claps.
I want everyone to turn on their microphone
and clap with me. Ready, begin. (Students do as told.)

Do you have any question about your previous

topic? None, Miss.
2. Motivation

Now class, I have here three sets of pictures

that you need to guess through a short game
called “4 Pics 1 Word”. In this game, you will
be having 4 pictures that will serve as your clue
to guess the word. The number of boxes below
the picture will be the number of letters that
you need to guess. Anyone can answer in this
game, just turn on your microphone if you
already have the answer.

Are you ready, class? Yes, Miss.

Very well! Let us now start.

1.

Possible Answers:

1. TYPHOON
2. EARTHQUAKE
3. FLASHFLOOD

2.

3.
Excellent! You all got the correct answer! It
seems like you are all masters of the game.
With that, let us give ourselves a Lasallian Clap
A. Ready, begin. (Students do as told.)

Now class, what can you say about the three

pictures? What are all of them? The three sets of pictures are examples of
natural phenomena, Miss.

Very good! Among the three sets of pictures,

which phenomena that cannot be predicted? Among the three phenomena, an earthquake is
the one that cannot be predicted.

Precisely! Why do you think we cannot predict

earthquakes but we can predict typhoons and
flash floods? We can predict typhoons and flash floods
through the tool such as satellite wherein we
see the coming of typhoon and heavy rains.
Unlike earthquakes, there is no reliable tool yet
that predicts an earthquake.
Magnificent! Weather satellites help us
observe the Earth from space to help predict
weather patterns. With this, typhoons and flash
floods can be predicted. However, for
earthquakes, we cannot foresee when and
where will it happen. Do you want to know
why earthquake is an unpredictable
phenomenon, class? Yes, Miss!

Do you want to know how earthquake is

produced? Yes, Miss!
 3. Statement of the Subject Matter
and Objectives

That is great to hear! Now, this morning we

will tackle about Earthquakes and Faults.

I want you to listen and follow rules so that at

the end of the discussion, you will attain the
following objectives:

A. Explain how movements along faults

generate earthquakes;
B. Demonstrate the movement that occurs
in each type of fault using hand
movements; and
C. Discuss the importance of preparedness
in times of calamity.

Are the objectives clear to you, class? Yes, Miss!

B. Explore

To achieve our objectives, let us have our first

activity. The title of our activity is “HAND-y
Fault”.

Mechanics:
1. Demonstrate the assigned type of fault
using hand movements according to the
given animation and instruction.
2. Answer the guide questions.
3. Do the task for 5 minutes and present it
for 1 minute.

Are the mechanics clear, class? Yes, Miss!

Alright! I will group you into 3 groups. Assign

1-2 representatives to report for your group.
Each group will be given a Jamboard link for
your materials. You can meet your group mates
in your assigned breakout rooms. At the count
of 5, everyone should be in their respective
breakout rooms. (Students do as told.)

Group 1
Jamboard Link:
https://jamboard.google.com/d/1uHrX1_WaK
h1wWyWojJtzV6LYAkD0QZmVzOIPUrK0b
A4/edit?usp=sharing

Down Movement

Instructions:
(Consider your hands as the Earth’s crust
which consists of blocks of rocks.)
1. Make your hands into a fist and press
the flat edges of the fingers tightly
together.
2. Release the pressure and let one of your
hands drop just a little.
3. Notice how in down movement, when
you released the pressure, one hand
moved down while the other remained
still.

Guide Questions:
1. After you release the pressure, what Possible Answers:
did you notice in your hands?
2. How will you describe the movement
of your other hand?
3. What happens to the alignment of your
hands when you move down the other
hand? What do you call it?
4. What type of fault movement is being
shown by the hand movements?
Group 2
Jamboard Link:
https://jamboard.google.com/d/1D0AL_FkKU
1. After I release the pressure, I notice that
my hands are slowly moving
downwards.
2. The movement of my other hand is in a
vertical movement where the other
hand moves downwards.
3. The alignment of my hands breaks as I
move down the other. It is called fault.
4. The type of fault movement being
shown is normal fault.
zW-
o81q8R4D5u21XNDlY7i6SdkF9AIe_gw/edit
?usp=sharing

Up Movement

Instructions:
(Consider your hands as the Earth’s crust
which consists of blocks of rocks.)
1. Make your hands into a fist and press
the flat edges of the fingers tightly
together.
2. Without releasing the pressure, let one
hand slide up above the other just a
little.
3. Notice how in up movement, when you
did not release pressure, one hand
moved up while the other remained
still.

Guide Questions: Possible Answers:

1. Without releasing the pressure, what
did you notice in your hands?
2. How will you describe the movement
of your hands?
3. What happens to the alignment of your
fists when you move up the other hand?
What do you call it?
4. What type of fault movement is being
shown by the hand movements?
Group 3
Jamboard Link:
https://jamboard.google.com/d/1wpelWvMNo
umbCITnJbt_cLEAFpZCSDVL4vWGIIvH6L
Y/edit?usp=sharing
1. Without releasing the pressure, I notice
that my hands are slowly moving
upwards.
2. The movement of my hands is a vertical
movement where the other hands move
upwards.
3. The alignment of my hands breaks
when I move up the other. This is called
the fault.
4. The type of fault movement being
shown is a reverse fault.
 Sideways Movement

Instructions:
(Consider your hands as the Earth’s crust
which consists of blocks of rocks.)
1. Straighten your hands and press the
sides together.
2. As you release the pressure, slide your
two hands past each other in a jerky
motion. You will feel vibrations as you
do this.

Guide Questions: Possible Answers:

1. How will you describe the movement
of your hands?
2. What happens to the alignment of your
hands when you slide it past each
other? What do you call it?
3. What type of fault movement is being
shown by the hand movements?
C. Explain
1. The movement of my hands is in a
horizontal movement where the other
hand slides past the other.
2. The alignment of my hands breaks as I
slide my two hands past each other. It
is called a fault.
3. The type of fault movement being
shown is a strike-slip fault.

Excellent! Thank you for that insightful

presentation, class.

Now, let us go back to the Group 1. Based on

how it was demonstrated by the group earlier,
How will you describe the movement of the
blocks along a fault?
The upper block of rock separates from a fault
from a lower block, it moves downward
relative to the lower block.

Very good! What is the type of fault when the

upper block separates from the lower block and
moves downward? It is called a normal fault, Miss.

Marvelous! Always remember class that a

normal fault is when upper blocks are pulled
apart, and gravity causes one section to move
downward in relation to the other. This forms
as a result of tension. As you can see in the
animation, the hanging wall has moved down
relative to the footwall.

The best example of a normal fault is the Great

Rift Valley in Africa.

Now, what about in the second group class.

How will you describe the movement of the
blocks along a fault? The movement of the blocks in the second
group is opposite in the first group because the
upper block now slides over a lower block.

Exactly! What is the type of fault when the

upper block slides over a lower block? It is called a reverse fault, Miss.

Precisely! Bear in mind class that reverse fault,

from the word itself “reverse”, it pertains to the
opposite of the normal fault where the upper
blocks are squeezed together, and the force
pushes one section upward in relation to the
other. As you can see in the animation, the
hanging wall is pushed towards the footwall.
This forms as a result of compression.

An example includes the North Bohol fault or

Inabanga fault located at Anonang, Inabanga
which was found on 15 October 2013 during
the Bohol earthquake.
Moving on, how will you describe the
movement of the blocks along a fault in the last
group? The movement of the blocks in the last group
is horizontal where it slides past each other.
You got it right! What is the type of fault when
the blocks slide past each other and move
horizontally? It is called a strike-slip fault, Miss.

That is right! Take note that a strike-slip fault

is when the upper block layers on opposite
sides slide past each other horizontally. There
are two types of strike-slip fault. We have left
lateral and right lateral faults.

Based on the demonstration of group 1, what

type of strike-slip fault do you think it is? It is a left lateral strike-slip fault, Miss.
Absolutely! In a simple scenario, If you stand
with one foot on each side of a strike-slip fault,
one side will be moving toward you while the
other side moves away from you. If your right
foot moves toward you, the fault is known as a
right-lateral strike-slip fault. If your left foot
moves toward you, the fault is a left-lateral
strike-slip fault.

Is that clear, class? Yes, Miss.

An example of strike-slip fault is the Philippine
Fault Zone which is a 1,200 km-long tectonic
feature stretching through the entire Philippine
archipelago. The Philippine Fault is a left-
lateral strike-slip fault.
The Philippine Fault Zone is considered
comparable to the San Andreas Fault in
California where the North American Plate
and the Pacific Plate slide past each other
along a giant fracture in Earth's crust.

Now class, do you have any questions about

the types of fault?
None, Miss.

D. Elaborate

Alright! Based on our discussion who can tell

me the definition of an earthquake?
An earthquake is the shaking or trembling
caused by the sudden release of energy.
Accurate! Now how about the definition of a
fault? A fault is a break in the Earth’s crust along
which significant movement has taken place?

Very well said! What are again the three types

of fault? The three types of fault are normal fault,
reverse fault and strike-slip fault.

Absolutely! What is a normal fault? A normal fault is when the rock layers in the
Earth’s crust are pulled apart, and gravity
causes one section to move downward in
relation to the other.

Exactly! Next, what is a reverse fault? A reverse fault is when the rock layers in the
Earth’s crust are squeezed together , and the
force pushes one section upward in relation to
the other.

Amazing! Lastly, what is a strike-slip fault? A strike-slip fault is when the rock layers on
the opposite sides of a fault slides past each
other horizontally.

Precisely! How do these faults produce

earthquakes? Every time a fault moves or slips, there is
earthquakes.

Magnificent! Do you have any questions about

our topic, class? None, Miss.

E. Evaluate

Since none, let us proceed to our next activity.

The title of our activity is “Be QUAKE
Prepared”

Directions: With the same group earlier, create

an infographic about Earthquake Emergency
Plan. Include the necessary emergency kit to be
prepared before the earthquake.

Rubric:
Collaborate with your group members. Since
we don’t have enough time, submit your output
in our canvas module on Oct 12, 2021, Friday,
at 11:59 pm. Submit it individually.

Do you have any questions, class? None, Miss.

Value Integration

Alright! Now class, after learning about

earthquakes, do you think it is predictable? No Miss, an earthquake is very unpredictable.

Why do you say so? An earthquake is an unpredictable disaster

because we don’t know when and where it will
hit.

Correct! Since earthquake is very

unpredictable, what should we do then? We should be prepared, Miss.

Very good! Why is preparedness important in

times of calamity, class? Preparedness is very important in times of
calamity because it helps us in survival
especially in the earthquake aftermath. It can
lessen casualties, losses, and injuries.

Very well said! On what way can we be

prepared? We can be prepared by making an emergency
plan with our family.

Amazing! How about the others, how can you

 be prepared? We can be prepared by stocking foods, water,
and other necessary tools for survival as well
as having a readily available first aid kit.

Wonderful! Always remember class that

preparedness is the only way we can combat a
natural disaster.

Do you have any questions about our topic? None, Miss.

If none, to check your personal mastery on our

topic let us have an activity. The title of our
activity is “Green Light, Red Light”. Please
read the directions.

IV. Evaluation
Directions: Write the capital letter “GL” is the statement is correct, otherwise, write “RL”
if the statement is incorrect and supply the correct word/phrase to make the statement correct (e.g.,
GL, RL-fault). You only have five seconds for each item.

1. Reverse fault produces a horizontal displacement.

2. The ‘break’ between the ground is a “fault”.
3. A fault is described as the sudden shaking and trembling caused by the sudden release of
energy from inside the earth.
4. A normal fault is a response to extension.
5. Normal faults are caused by compression stress.
V. Assignment
Directions: Make an overlapping Venn Diagram to compare the three types of fault
movements. Submit this in our canvas module on October 13, 2021, Saturday.

Criteria:
Organization of Ideas - 5 pts
Content - 10 pts
_________________________________
TOTAL-15 pts