DAILY LESSON PLAN School Grade &

TANAUAN NATIONAL HIGH Section 8

SCOOL

Teacher Learning
ANGELICA MAE BOLLENA Area SCIENCE
Teaching Date NOVEMBER 14, 2022
Quarter 2ND
Week No. 1 Module 1 Duration 2 HOURS

I. OBJECTIVES

A. Content
The learners demonstrate understanding of the relationship between faults and
Standards
earthquakes.
B. Performance
Standards The learners should be able to participate in decision making in where to build
structure based on knowledge of the location of active faults in the community.

C. Learning
Competency Using models or illustrations, explain how movements along faults generate
earthquakes. (S8ES-lla-14)

D. Learning At the end of the lesson students will be able to:

Objectives
1.1 Define a fault.
1.2 Illustrate how a fault line look like.
1.3 Identify fault system found in Leyte, Philippines.
KBI: Knowing where faults are located mitigates earthquake hazards.

II. CONTENT FAULTS

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages N/A

2. Learner’s
Materials pages Science learner’s module p. 116-136

3. Textbook pages N/A

4. Additional
Materials from K to 12 Most Essential learning Competencies (MELCS) S7LT-IIa-1 page 385 of 723
Learning
Resource (LR)
Portal
B. Other Learning https://examples.yourdictionary.com/3-main-types-of-faults-in-geology.html
Resources Accessed : November 5,2022 6:02 pm
https://study.com/learn/lesson/fault-types-diagram.html
Accessed: November 4,2022 12:25 am

Instructional materials, Laptop

IV. PROCEDURES

PRELIMINARY Teacher Student

ACTIVITIES

Prayer & Good morning, students! Good morning, ma’am!

 Attendance Please all stand and bow down our (Standing and following the instruction)
head, close your eyes and feel the
presence of the Lord.
In the name of the father, of the son, of (Signing of the cross)
the holy spirit amen.
Our Father, Who art in heaven, Give us this day our daily bread; and
hallowed be Thy name; Thy kingdom forgive us our trespasses as we forgive
come; Thy will be done on earth as it is those who trespass against us; and lead
in heaven. Give us this day our daily us not into temptation, but deliver us
bread; and forgive us our trespasses as from evil.
we forgive those who trespass against
us; and lead us not into temptation, but
deliver us from evil.
Amen.
Amen.
(Follow the instruction)
Please take your seat.
Let me check first the attendance.
Class, who is absent today? Class Monitor: All are present, Ma’am!
Very good!!
A. Reviewing
“REVIEW”
previous lesson or
presenting the new (New topic)
lesson. Class, what have you observed in this
ELICIT picture?

https://newsroom.ccsd.net/in-the-event-of-an-
earthquake/

Anyone? James: Doing an earthquake drill,

Ma’am!
Very good!
What are the three safety reminders
during earthquake? Class: Duck, Cover and Hold, Ma’am?
Excellent class!
When do you think earthquake
happens? Class: (puzzled)
Alright, so you will know that one as
we continue with our activity.
B. Establishing a “4 PICS ONE WORD “
purpose for the Do you know how to play this game? Class: Yes, ma’am!
lesson.
ENGAGE All you have to do is to identify the 4 Class: Yes, ma’am!
given pictures that depict one situation.
1.

https://www.realqunb.com/4-pics-1-word-daily-puzzle-
june-15-2020-answer/
This one, class! All: EARTH, ma’am!
Answer: EARTH
Very good!

https://znnhs.zdnorte.net/wp-content/uploads/
2021/01/Science8-Q2-Module-1-reduced-file.pdf

2. How about this? Adan: EARTHQUAKE, ma’am!

Answer: EARTHQUAKE
Next!
3.

https://4pics1word-answer.com/6-letters-answers/
28#.Y2d2cHZBy3A
What is this class? Rena: FAULT, ma’am!
Answer: FAULT
Very good!
4.

https://4-pics-1-word.com/4-pics-1-word-cheats-5-
letters/crack/
This one! Trish: CRACKED, ma’am!
Answer: CRACKED
Last!
5.

https://heavy.com/4-pics-1-word-cheats/2014/03/bread-
pizza-earth-planet/
What is your answer? Bob: CRUST, ma’am!
Answer: CRUST
PERFECT!!
Now, do you have an idea as to what will Class: Yes, ma’am! Is it about
be our lesson for today? earthquake?
Yes, but we will discuss first the fault.
To understand more about the topic, here
are the objectives.
Kindly read, together! Objectives:
 At the end of the lesson students will
(Students will be the one who will read be able to:
the objectives)
1.1 Define a fault.
1.2 Illustrate how a fault line
look like.

Okay, thank you for that! 1.3 Identify fault system found in
Leyte, Philippines.
C. Presenting Class, please take note of the following terms as we go along with our lesson.
examples/instance
s of the new lesson. UNLOCKING OF DIFFICULTIES:
(The teacher gives a brief discussion of the following terms).

Earthquake – Earthquake means the shaking of the Earth's surface. It is a sudden

trembling of the surface of the Earth. Earthquakes certainly are a terrible natural
disaster. 

Fault – A fault is an area of stress in the earth where broken rocks slide past each other,
causing a crack in the Earth's surface.

Fault plane-The fault plane is the planar (flat) surface along which there is slip during
an earthquake.

Fault scarp – A fault scarp is a small step or offset on the ground surface where one
side of a fault has moved vertically with respect to the other.

Fault wall –where the rock block that occurs below the fault plane.

Dip-Slip Fault–In geology, a dip-slip fault is any fault in which the earth's movement is
parallel with the dip of the fault plane.

Strike-Slip Fault –are vertical (or nearly vertical) fractures where the blocks have
mostly moved horizontally. If the block opposite an observer looking across the fault
moves to the right, the slip style is termed right-lateral; if the block moves to the left,
the motion is termed left-lateral.

Oblique-Slip Fault – In geology, an oblique-slip fault is a fault that moves parallel to
the strike or dip of the fault plane.
 https://exploretherisks.weebly.com/
fault-lines.html

In this picture, what have you

observed?

Anyone? Clara: Types of Faults, ma’am!

Very good!

How about this one? Jane: A fault line, ma’am!

https://www.livescience.com/37052-
types-of-faults.html

Very good!!

Have you ever seen this before? Yana: Yes, ma’am!

When do this happen, class? Yulo: When there was an earthquake,

ma’am!
Very good!
D. Discussing the new “A FOULT-Y SETUP”
concepts and
practicing new In this, you will be grouped into 4. (Listening)
skills #1. First, each group will choose a leader,
EXPLORE and one representative from your group
to get the materials in front together
with the activity handout. Then, you
will be performing the activity by
following the procedures.
Did you understand class? Class: Yes, ma’am! `

Materials needed:
Two sheets of folder
Core sand
Ruler
Long bond paper

Procedure:
 1. Place the bond paper in flatten
place as your base, then place the two
sheets of folder side by side.

https://slideplayer.com/slide/14517707/

2. Pour sand along the boundary of the

two sheets.

https://slideplayer.com/slide/14517707/

3. With the ruler, flatten the top of the (Busy doing their activity)
sand and make two parallel lines.

https://slideplayer.com/slide/14517707/

4. Now, move the sheets slowly in

opposite direction shown in procedure
in number 3.
Guide Questions: Rosa: A crack, "line" or break is formed
Q1. As you move the sheets slowly,
in the sand, ma’am!
what is formed in the sand?

Q2. What happens to the lines? Roy: The Lines are shifted or displaced,
ma’am!

Q3. Describe how it looks like. Mit: It looks like a fault, ma’am!

E. Discussing the new

concepts and Alright, let us now take a look at this
practicing new skills #2. picture, what have you observed?
Class: (Looking at the picture)
A road, ma’am!

https://slideplayer.com/slide/14517707/
 Yes, a road.
What else? Jona: There is a cracked, ma’am!
Very good, Jona! If you will look at the
picture carefully, there is a cut across the
road.
Based on your activity class, is there Fatty: Yes, ma’am!
something in the picture that looks like
what was formed in the activity?
Do you see anything similar? Manny: Yes, ma’am!
In our activity earlier, as you move the
sheets slowly, what is formed in the
sand?
Look at the picture, what is the name of
that cut across the road?
Anyone?
Hubert: A fault, ma’am!
Excellent!!!

Again, what happens to the line? Ken: It shifted or displaced,

ma’am!
Very good!
F. Developing
As you move the sheets slowly, what Kim: A fault, ma’am!
mastery did you form?
EXPLAIN
What is fault? Mona: A fault is a break in the Earth’s
crust, and along the break, significant
Anyone? movement has taken place.

Very good!
How it looks like? Matthew: It looks like shifted or
displaced, ma’am!
Anyone?

Very good!
Fault is a crack in the earth's crust
resulting from the displacement of one
side with respect to the other.
The term fault came from the Old
French term falte, which means
opening or gap.
However, many faults are inactive,
meaning they do not have earthquakes
that occur. Active faults are faults
where earthquakes do occur.
Understanding the parts of a fault can
help you identify what type of fault
you’re seeing.
There are five main parts of fault. Gina: The main parts of a fault are,
What are those? fault plane, fault race, fault scarp,
hanging wall and footwall.
Anyone?

Very good! (Listening)

So, the main parts of a fault are: first, is
the fault plane.
Fault plane-the surface area between
two rock blocks created by an
earthquake
In fault trace, the visible crack in the
Earth’s crust that indicates where a
fault is.
The Fault scarp is the vertical step that
rises during tectonic activity.
And the hanging wall, the rock block
that hangs over the fault plane.
Last, the foot wall where the rock
block that occurs below the fault plane.
Those are the main parts of a fault.
Next, are the three types of a fault.
There are three types of faults.
What are those? Maria: A Dip-Slip Fault, ma’am!
Very good!
What else? Annabel: Strike-Slip Fault -and
Very good! Oblique-Slip Fault 

First is the Dip-Slip Faults

Dip-Slip Fault occur at an angle in

comparison to the surface of Earth.

A dip-slip fault is a fault where one side

is inclined above the higher due to (Listening)
vertical movement. There are two types
of dip-slip faults: normal and reverse
faults. A normal fault is one in which
the footwall, or the side of rock above
the inclined fault, moves upward. The
other side of the rock is called
the hanging wall, and it moves
downward in a normal fault.

https://study.com/learn/lesson/fault-
types-diagram.htm

A reverse fault is one in which the (Listening)

footwall moves downward and the
hanging wall moves upward. A reverse
fault is created by compressional stress,
which pushes two plates of rock toward
one another.

A strike-slip fault is a fault where the

pieces of rock on either side of the fault
move horizontally along the fault in
opposite directions of each other.
Strike-slip faults are created by a type
of stress known as shear stress, which
pushes the two sides of rock past one
another.
 (Looking at the picture)

https://study.com/learn/lesson/fault-
types-diagram.html

Strike-slip faults are classified as either

right-lateral or left-lateral, depending on
the direction in which a section of rock is
moving.
Oblique-slip Fault A fault that has a
component of dip-slip and a component
of strike-slip movement is termed an
oblique-slip fault. 

https://oeit.mit.edu/pgt/index-
part=6.0.2.html
Class: Yes, ma’am!
Class, did you get it?
Okay, let’s proceed to the next.

Philippine Institute of Volcanology and

Seismology have marked 4 towns in
Southern Leyte as earthquake high risk
areas.

The towns of Sogod, Libagon, Saint

Bernard and San Ricardo are right along
the active Central Leyte Fault line which
starts from Villalon, Leyte and ends in
San Francisco, Southern Leyte.

The Central Leyte Fault line is part of

the Philippine Fault Zone which extends (Listening)
throughout the country and is estimated
to be 1,200-kilometers long. Significant
reading in subterranean activity in the
area was recorded on 1998 and 1991.
The central Philippine Fault Zone is
found to be the locus of great
earthquakes, a transition zone with slow
slip and creep activity. This is based on
the analysis and correlation of seismic
historic data and detailed documentation
of recent seismic events in the region.
Based on this study the Guinyangan fault
is defined to be the northern locked
portion with recurrence interval of as
short as 65 years.
 
The Masbate fault is the central part with
large and medium earthquakes
accompanied by unusually large ground
rupture. The north Central Leyte fault
and the South-Central Leyte fault, on the
other hand, are characterized by a
seismic creep and medium-sized events,
usually with clusters of fore shocks,
respectively. Unusual seismic activity
both on the Masbate fault and Central
Leyte fault somehow correlates well with
the behavior of known slow events and
creep activity.
 
Further investigation of this region could
lead to deeper understanding of
impending major earthquakes, especially
along the Guinyangan fault, which
usually produces larger damaging events,
and for further understanding of the
impact of slow events and creep on the
adjoining active structures.

High risk municipality in Leyte near the

Central Leyte FAult Line and within the
1,200 kilometer Philippine Fault Zone
are:
Mahaplag, Ormoc City, Kanangga,
Capoocan, JAvier, McArthur, Lapaz,
Abuyog, Burauen, and Albuera

https://disasters2.jimdofree.com/quake-
leyte/
High risk municipality in Leyte near the
Central Leyte FAult Line and within the
1,200 kilometer Philippine Fault Zone
are:
Mahaplag, Ormoc City, Kanangga,
Capoocan, JAvier, McArthur, Lapaz,
Abuyog, Burauen, and Albuera
 G. Making
generalization and
abstraction about
the lesson.
ELABORATE (This section
will give students the
opportunity to expand and
solidify / concretize their
understanding
of the concept and / or apply it
to real – world situation)
Alright, let us check if you have
understood the lesson today.
(The teacher will be asking some
questions to the students).
What are those main parts of a fault?
Anyone? Lelean: The main parts of a fault are,
fault plane, fault race, fault scarp,
hanging wall and footwall.

What is fault? Loyal: A fault is a fracture or zone of

fractures between two blocks of rock.

Very good!

Give me, the three types of faults. Gloria: A Dip-Slip Faults, ma’am!
Annabel: Strike-Slip Faults -and
Oblique-Slip Faults 

Very good!
How does a fault form? What does it
have to do with earthquake?
Mira: It forms when rock above an
inclined fracture plane moves
downward, sliding along the rock on
the other side of the fracture. When an
earthquake occurs on one of these
faults, the rock on one side of the fault
slips with respect to the other.

H. Finding practical
application of
concepts and skills
in daily living.
I. Evaluating
learning.
EVALUATION (This section will
provide for concept check test
items and answer key which are
aligned to the learning
objectives - content and
performance standards and
address misconceptions – if
any)
Very good!
At this point, imagine you are living in an area where a fault is located, sketch a plan
on the things that you must do to mitigate earthquake hazards. Remember, it’s not
about the quality of the art – it’s about how drawing prompts on how you visualize
your understanding and look at your learning from a different perspective. Your art
will be rated with the following rubrics:
CRITERIA RATING
UNIQUENESS 30%
DELIVERY 30%
CONTENT 40%
TOTAL: 100%
Please prepare a 1/2 sheet of paper. Class: 1/2, ma’am?
Yes, 1/2.
Write your name, grade and section, Class: Yes, ma’am!
and the date today. I will give you 5
minutes only in answering this
activity.
Directions: Give the correct answer
on the following questions.
1. What is fault? (Busy answering)
2. What type of fault is this?
 https://oeit.mit.edu/pgt/index-part=6.0.2.html
3. How does a fault line look like?
4-5. Name at least two fault line
found in Leyte Province

Times up!
Min: Not yet, ma’am!
Pass your paper class, finish or
unfinished!
1,2, 3. . .
(Follows the instruction)
J. Additional activities “ASSIGNMENT”
or remediation
(EXTEND) Read in advance about earthquake. Class: Yes, ma'am!

Before you leave, please arrange the Class: Goodbye ma’am!!

chair and pick up the pieces of
paper.
Class: Bye ma’am!
Goodbye class!!
Have a nice day!!
See you tomorrow!!
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned
80% on the formative
assessment.
B. No. Of learners who
required additional activities
for remediation
C. Did the remedial lesson
work? No. Of learner who who
caught up with the lesson.
D. Which of my teaching
strategies worked well? Why
did this work?
E. What difficulties did I
encounter which my principal
or supervisor can help me to
solve.
F. What innovation did I
use/discover to share with my
other teachers?

Prepared by:

ANGELICA MAE BOLLENA

Student Teacher

Checked:

MA. CLAUDINE GERRYVIE LOSADIO CHONA A. KIERULF

Cooperating Teacher Science Department, MT-II
Noted:

LOLITA L. FLORES
Head Teacher I
Recommending Approval:
LORLITA S. RICABLANCA, DM
Assistant Principal II

Approved:

RICHARD N. LAURENTE
School Principal IV