Science Grade 8 – Earth and Space (Modular Approach)

I. OBJECTIVES
The learners demonstrate an understanding of: the relationship
A. Content Standards
between faults and earthquakes
The learners shall be able to:
1. participate in decision making on where to build structures based on
B. Performance Standards knowledge of the location of active faults in the community
2. make an emergency plan and prepare an emergency kit for use at
home
The learners should be able to using models or illustrations,
C. Learning explain how movements along faults generate earthquakes.
(S8ES-IIa-14)
Competencies/
a. Identify the types of fault; and
Objectives (Write
the LC code) b. Illustrate the three types of fault.
S8ES-IIa-14
II. CONTENT Faults and Earthquake
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science 8 Teacher’s Guide, pp. 72-77
Guide pages
2. Learner’s Learning Material for Grade 8
Materials pages Earth Science Textbook pp. 116-119.

3. Textbook pages
4. Additional Materials Curriculum Guide Grade 8 Science https://lrmds.deped.gov.ph/
from https://phys.org/news/2018-06-earthquake-foreshocks.html https://www.sms-
Learning Resource tsunami-warning.com/pages/faultlines#.XJxpC5gzbIU
(LR) portal https://www.yourdictionary.com/ fault-line
https://www.sciencenewsforstudents.org/article/quakeshook-geology-Alaska-
1964
https://www.youtube.com/watch?v=arZZw8NyPq8
https://m.youtube.com/watch?v=dpQ-4VmZYcc

B. Other Learning PowerPoint presentation, video from YouTube, and Student Activity Sheets
Resources
IV. PROCEDURES
Teacher’s Activity Learners Activity
A. Reviewing previous ELICIT
lesson or presenting Formative Assessment
the new lesson Unscrambled each group of letters from
the correct word. Use the clue and picture • Listing of students’
below. (5mins) answers.
• Possible answer The
 1. sepalt- learners will answer the
_________ following:
1. plates
2. earthquakes

3. fault
2. e a e t a h r q u k – _________ 4. push
5. pull

3. flaut–
_________

4. p s u h – _________

5.
l u p l – _________

1. These are bedrocks in the crust. It may be in

ocean or in the continents.
2. The trembling or shaking of the earth’s crust.
3. Crack on the earth’s crust.
4. When the plates move toward each other. It
_____ one another.
5. It ______ one another, when the plates move
away from each other. Sources:
1.https://phys.org/news/201806-earthquake-
foreshocks.html https://www.sms-
tsunamiwarning.com/pages/faultlines#.XJxpC5gzbIU
3.https://www.yourdictionary.c om/ fault-line
https://www.sciencenewsforstud
ents.org/article/quake-shookgeology-Alaska-1964

Demonstrate how blocks of rock/plates move

B. Establishing a along faults of the earth’s crust Identify the three
purpose for the types of plate movement.
lesson
 ENGAGE (3 minutes) • The learners will memorize
the 3 movements using their
Show a video of a dance to the learners. hands.
This video shows the movement of faults. • POE – Predict, Observe
Let them remember the steps using their and Explain.
hands to relate the movements of fault.
Title: Asereje
Source:https://www.youtube.com • Ask learners to explain and
/watch?v=arZZw8NyPq8 analyze the questions based
on the demonstration.
Activity 1 (5 minutes) • The answer may vary.
1. Secure the following. 8 books
sheet of paper any small objects
2. Make a pile of books on the table
a. Presenting as shown. The books represent layers of
examples/instance s bedrocks in the earth’s crust.
of the new lesson 3. Place a sheet of paper on top of the
pile. Then put the small objects on the
sheet of paper.
4. Pull one book at the bottom of a
pile.
5. Observe what happen.
6. Answer these questions in your
notebook. Guide questions:
a. What happens to the pile?
b. When this pile moves down, what
happens to the objects above the pile?

b. Discussing new EXPLORE (Activity found in module)

concepts and
Activity No. 2 – It is our fault: The Fault-y
practicing new skills
Move
#1
Objectives:
Demonstrate how blocks of rock/plates
move along faults of the earth’s crust.
Materials
2 pieces of card boards
c. Discussing new clay Pre
concepts and laboratory
practicing new skills a. Group the learners into 3 groups
#2 b. Assign one reporter and secretary
in each group.
b. Remind the laboratory rules and
precautions inside room. Learners shall use their

science process skills to make

Laboratory Proper observations and inferences on
Procedure: movements of plate.
1. Arrange the two sheets of
cardboard, edge to edge. It could be
horizontally or vertically arranged.
2. Flattened the modeling clay and
place it at the center of the two
cardboards. Clay should be along
the boundary.
3. Slowly pull the two cardboards
away from each other. Observe
what happens to the clay. the
4. Repeat procedure 2 and 3. Push the
folder towards each other. Record
your observation.
5. Repeat procedure 2 and 3. Observe
the pieces of cardboard horizontally
against each other. Record your
observation

Expected answers
students: of
Post Laboratory: 1. The cardboards move
1. What happened when you push the
and the clay move upward.
card board toward each other? What
Because there is a movement.
happens to the clay? Why do you so say?
2. How about when you pull the 2. The cardboards
cardboard away from each other? What moveaway from each other.
happens to the clay? Why? There is crack on the clay.
3. When the cardboard slides past one Because there is a movement.
another, what happens to the clay? 3. The cardboards move
4. What do you think the clay horizontally and opposite from
represents in our activity? each other. There is a crack on
the clay. Because there is a
movement.
4. The clay represents the
rock on the plate.
 EXPLAIN
A. Show a video presentation.(2 minutes) Learners will be able to answer
Title: Normal, Reverse and the questions based on the video
Strike slip presented.
Faults
Source:https://m.youtube.com/w atch?
v=dpQ-4VmZYcc

Guide questions:
1. What are the types of fault?
2. Describe their movements.

B. Discussion: (8 Minutes) 1. 1. There will be a crack or

d. Developing mastery a displacement.
(leads to Supposing that the clay represents the
rocks/plates beneath the crust, what do 2. The three types of faults
Formative are normal fault, reverse fault
Assessment 3) you think will be the result of these
movements? and strike slip fault. 3. The
2. What are the three types of plate plates move because the energy
movements? is released from the core that
3. What do you think cause the plates cause the molten rocks to melt.
to move? 4. The earthquake occurs
4. How do you think does an because of the sudden released
earthquake occur? of energy.
5. What are the parts of the fault? 5. The parts of the fault
Differentiate the location of HW and FW are Hanging wall and footwall.
in the fault. Tell the learners the
movements of HW and FW in three types
of fault.

e. Finding practical ELABORATE

applications of
concepts and skills in Ask the learners: Learners will identify the three
daily living 1. What are the three types of fault? types of faults and describe the
2. Describe its movement. movement of faults.
1. The three types of faults are
the normal fault, reverse fault
3. Why is it dangerous to live near and strike slip fault.
fault line?
f. Making generalizations
and abstractions about 2. The normal fault moves away
the lesson from each other. The reverse
fault moves towards each other.
The strike slip fault slides past.
3. It is dangerous to live near
fault line because right on the
 top of a fault the earthquake may
occur. The structure place on that
area may collapse or destroy.

EVALUATE
Rubrics for scoring in drawing:
A. Illustrate the three types of plate 5 points – drawing has complete
movement. Use an arrow. arrow
1. strike slip fault
3 points – drawing has
incomplete arrow 1pt –
2. reverse fault
incorrect label and arrow
3. normal fault
Expected answers of the
B. Test B. Match Column A to
students. A. 1.
Column B

COLUMN A COLUMN B
1. Reverse Fault a. It moves slide
past each other.
2. Strike-slip Fault b. It moves due to
tensional forces.
3. Normal Fault c. The crust moves
towards each
other.
g. Evaluating learning
2.

3.

B. 1. c
2. a
3. b
 EXTEND
h. Additional activities
Research the land features that can be
for application or
formed in the normal fault, reverse fault
remediation
and strike slip fault.

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:

RITCHEL A. COMODERO
Demonstration Teacher
Cabatuan National Comprehensive High School
Division of Iloilo