Name of the Student__________________________________________________

Learning Area/Grade Level: ___________________________________________

Date: ___________________________________

I. INTRODUCTORY CONCEPT
Can you imagine how vast the earth’s land mass is? It’s composed of lithosphere
and asthenosphere. Lithosphere is a rigid outermost layer of solid crust and the upper
mantle which is 50 to 100 km thick is believed to be floating on top of a weak layer of molten
magma called asthenosphere. A theory explains that lithospheric plates continuously move
together, apart, and sideways on the earth’s surface over time. Hence, some underlying
phenomenon that happens on the Earth’s surface are associated with it.

In your elementary science, you already learned that the Earth’s crust is moving. Do
you know why the earth’s plates move?

In this learning packet, you will create a model to explore how movements of faults
affect the surface of the earth. Understanding this concept will help you learn why an
earthquake in a certain place happens.

II. LEARNING SKILLS FROM THE MELC

MELC: Using models or illustrations, explain how movements along faults generate
earthquakes. (S8ES – IIa-14)

Objectives:

1. Create a fault model.

2. Explain how are faults formed using model or illustrations.
3. Explain how movements along the fault generate earthquakes.

III. ACTIVITIES

A. ELICIT

Before you start with the main topic of this learning packet, try to
revisit what are faults, how they are formed as well as their relationships on
how earthquakes occur.

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RO_Science_Grade 8_Q1_LP 1
Direction: Draw a happy emoji if the statement is TRUE and draw
a sad emoji if it is FALSE.

FACT OR BLUFF
1. Philippines is located along the Pacific Ring of
Fire.
2. Earthquakes are not associated with faults.
3. Energy from the Earth’s interior exerts force on
the rocks.
4. Friction is a force that prevents object to slide over
one another.

Did you get all the correct answers? You’re doing great!

B. ENGAGE
Would you like to know more about faults and how they generate
earthquakes? In the next exercise, let’s have a closer look on the Earth’s surface.

Direction: Analyze the pictures below.

Digdig segment of PFZ, Nueva Moab Fault, at UTAH San Andreas Fault at
Ecija California
Image credit: Image credit:
\ https://en.wikipedia.org/wiki/ Image credit:
https://www.phivolcs.dost.gov. https://en.wikipedia.org/wiki/
ph/index.php/2- MoabFault
San_Andreas_Fault
uncategorised/635-philippine-
fault-zone-maps

1. What do you notice about the ground surfaces in the given pictures? What do you think
caused all these? _________________________________________________________

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2. Based on the pictures, how do the movements of the earth’s surface relate to the
occurrence of an earthquake?
_________________________________________________________________________

You will learn more about how these cracks or faults are formed and how the
movements of these faults generate earthquake as you do the next activities.

C. EXPLORE

Hey, are you excited in finding out about faults and their movements?
In this activity, you are going to create a model of fault using the materials
mentioned. Kindly read the procedures carefully.

Activity 1: Create Me: A Miniature Model of a Fault

Materials Needed

- Diagram (Figure 1) - pair of scissors

- cardboard (as base of the fault model) - tape/paste
- pentel pen/pencil (as markers) - rule
- crayons

Procedure

1. Have a 2. Draw three

copy of the horizontal lines
diagram on the diagram’s
(Figure 1).
edges and put
symbols of rocks
present in each
layer (as shown
in the picture).

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 3. Put some 4. Color each layer with three different
markers such colors using your crayons.
as lines, dots,
and rock
symbols at the
edges of the
model (refer to
the picture).

5. Cut out the diagram (refer to the 6. Paste the corners together. This box is
picture) and fold each side down to form a a three-dimensional model of the top
box with the drawn features on top. layers of the Earth’s crust.

7. The upper surface of your model represents the surface of the Earth. Layer
underneath is the solid lithosphere where most cracks are formed when rocks
move vertically, horizontally, or sideward.

Did you like the Fault model you created? Please keep this model
because you will be using it on the succeeding activities.

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 Figure 1. The Fault Miniature Model

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 At this point, you have already finished creating your Fault Model.
Congratulations for the job well done! Take note, your performance will be rated
using the rubrics scoring guide at later part of this learning material.

To get an idea on how these faults are formed and generate earthquake,
proceed to the succeeding activity.

Activity 2.A: A Fault-y Setup

Materials Needed
- two sheets of cardboard
- fine sand
- ruler
- sheets of paper/manila paper/newspaper

Procedure
1. Lay out the manila paper/ 2. Arrange the two sheets of
newspaper on a table. Do the activity cardboard edge to edge.
on the manila paper/newspaper.

3. Pour sand along the boundary of 4. With the ruler, flatten the top of
the two sheets (in figures below). the sand and make three parallel
lines.

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RO_Science_Grade 8_Q1_LP 1
 5. Then move the sheets slowly in the opposite direction.

Q1. As you move the sheets, what is formed in the sand?

_______________________________________________________________________
Q2. What happens to the parallel lines?
_______________________________________________________________________
Q3. What does this line represent?
_______________________________________________________________________
Q4. What is a fault?
_______________________________________________________________________
Q5. How is fault formed?
_______________________________________________________________________

Based on the activity, you can probably guess what a fault and
how it is formed.

Activity 2.B: How is an Earthquake Formed?

Materials Needed
- The Miniature Fault Model - masking tape
- a “house model” - 3 pieces rubber bands
- cardboard - 3 pieces paper clips

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Procedure
1. Place the two plates edge to edge
forming one crustal plate. Make sure that
one plate is attached to the base board.
Tape lightly together so as it can easily
come off.
2. Make one holes at one edge of one
crustal plate. Put paper clip in each of the
holes. Then attach the rubber bands to
the paper clips at the edges of one crustal
plate with holes.

Figure A. Two crustal plates connected at Figure B. One crustal plate with three
their edges. rubber bands connected in it.

3. Hold the box without the rubber band in 4. Continue to pull away the rubber
place. With your other hand, slowly pull band and observe what happens to the
on the rubber bands away from the plate. plates attached to it. What do you
Observe what happens? observe?

Figure C. Picture showing one crustal

plate with resistance to move (friction) Figure D. Putting more force/stress along
along the board. the crustal plate.

5. Place a house model on top of the plate model. Continue to pull out the rubber
band with a strong pull. Observe what happens next?

Figure E. Figure showing how situation on what will happen when earthquake is
generated.

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 Q6. What happens to the plate attached to the rubber band?
______________________________________________________________
Q7. What happens to the “house model”?
_______________________________________________________________
Q8. In the set-up, what represents the “fault?” ?_____________________________
Q9. How are earthquakes generated along faults?

Nice work!!! You have now discovered how faults are formed.

If internet connection is available, you may watch a video in this

link to learn more about how earthquakes are formed:
https://www.youtube.com/watch?v=F2-fHccQUb0

D. Explain

Now that you are done with the different activities, try to understand
the following ideas and concepts for you to confirm the results of your
activities you have performed.

Energy from inside the Earth makes the ground move. The forces that move the
plates create stresses within the Earth’s crust and can cause the crust to suddenly rupture.
In activity 2.A, the stress along the earth’s ground caused to form cracks known as fault.
The roughness of the rocks keeps them from slipping past each other.
In activity 2.B you have found out that the boundary between the edges of the model
represents the fault. At first rocks are stuck together due to friction. The tape represents the
friction present along the fault plane, holding it not to move. When you pulled the plate model
with the rubber band, the tape slips off causing the model to slip (move). The pulling of the
rubber band represents the forces that causes the plate planes to move and thereby
generate an earthquake. You have observed that as the force trying to make the plates slip
(by pulling the plate model) becomes greater than the frictional force causing it to stick, the
faults move generating earthquakes, as shown in your house model.
In real life, friction prevents the two plates from slipping. As the energy is being
released in the earth’s interior, sudden fast movements between two sides of a fault may
occur and eventually cause movement or shaking of the ground. Take note that every time
a fault slips or moves, the earth quakes. Scientists believe that earthquakes occur
repeatedly along fault lines.

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RO_Science_Grade 8_Q1_LP 1
 How did you find this learning activity? Hope you learned a lot from it. Do
the next activity.

D. Elaborate/Extend:

Fault surfaces areThissurfaces

time, you will learn
along whichmore
rocksabout
movethe threeover,
under, typesorofpast
faults andother.
each their Stress
descriptions. Read and answer the question that follows.
causes deformation on rocks on Earth’s crust. If the rocks experience more stress, they may
undergo more folding or even fracture. Rocks may get “stuck” along the fault surface,
causing a build-up of strain energy, and resulting in an earthquake when the rocks break
free of each other (Wells, 2021). There are three types of stress that can affect rocks,
resulting in 3 different types of faults:

THREE TYPES OF FAULTS

A B C

NORMAL FAULT REVERSE FAULT STRIKE-SLIP FAULT

- Tension pulls rocks - Compression - Shear Stress causes

apart resulting in squeezes rock rocks to slide past each
Normal Faults together resulting in other resulting in Strike-
Reverse faults slip faults
Question:
1. Which do you think are quake producing fault movement? Explain why.

Excellent Job! You have completed your tasks.

If you need some clarifications feel free to ask your
teacher.

IV. RUBRICS – Performance-based

The criteria below will be used in rating your Fault Miniature Model.
10
RO_Science_Grade 8_Q1_LP 1 Accuracy/Concept – 40%
Creativity/Craftmanship/ - 30%
Neatness - 20%
General Appearance - 10%
 Now, you are equipped with knowledge in understanding concepts
related to earthquakes. Test your learnings by answering the questions
below.

V - Evaluate
Direction: Read the questions carefully and choose the letter of the correct answer.

1. Which of the following explains how a fault is formed?

A. Earthquakes shake the rocks to slide horizontally, vertically, or sideward.
B. Gravity pulls on the crust to slide up, down or past each other.
C. Different forces pushing or pulling on the crust causes rocks to slide horizontally,
vertically, or sideward.
D. Same force pushing or pulling on the curst causes rocks to slide horizontally,
vertically, or sideward.
2. Which of the following explains how movements along faults generate earthquake?
A. When the rocks move along a fault, the stored elastic energy is released as
seismic energy passes through rocks.
B. When the rock material is compressed or stretched, it will break and there will be
earthquake.
C. The stored energy in a fault is released as kinetic energy and material becomes
permanently deformed thus creating seismic waves.
D. If the material does not break after compression or stretching, it will return to its
original shape and earthquake happens.
3. How do movements along faults generate earthquakes?
A. Tectonic plates move to form broken crustal plates.
B. Magma and lava cause the ground to spread thus producing faults.
C. Molten rock materials accumulate and go out along the fault producing
earthquake.
D. Energy from inside the earth makes the ground move, once friction is
overcame, a fault slips producing earthquakes.
4. Stick refers to the fact that after a fault ruptures it stops moving and appears to be stuck.
However, the stress begins to immediately build back up eventually reaching the
maximum or static stress value, and slip again occurs. What type of fault best explains
such scenario?
A. Reverse fault B. Strike-slip fault C. Reverse fault D. Normal Fault5.

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5. It explains that when plates are constantly moving, they are always stressed. When this
stress builds to the maximum or static stress value for a particular fault, then slip will
occur. What will describe on the stress once there is a movement on the fault?
A. The stress on the fault begins to fall.
B. The stress on the fault begins to rise.
C. The stress on the fault goes sideward.
D. The stress on the fault does not move.

Hooray, you have finished your first learning packet about faults and
earthquakes!
Please check your answers by referring to the answer key. If you scored
lower than 4, please go over the earlier parts of this learning material and take on the
activities once again. If you scored 4 or above, you are now ready for the next
learning packet. CONGRATULATIONS!

VI. ANSWER KEY

A. Elicit
FACT OR BLUFF
5. Philippines is located along the Pacific Ring of Fire.

6. Earthquakes are not associated with faults.

7. Energy from the Earth’s interior exerts a force on the

rocks.

8. Friction is a force that prevents to object slide over one

another.

B. Engage

Sample answers
1. There are cracks or faults present in the pictures. Movements on plate planes may
have caused them.
2. The plate plates slide apart, sideways and in opposite direction causing the rupture on
the land. As the two crustal plates move... the fault created by this movement may
generate earthquake,

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RO_Science_Grade 8_Q1_LP 1
C. Explore
Activity 1. “Create Me: A Miniature Model of a Fault”
Please refer to the rubrics scoring guide

Activity 2.A: A Fault-y Setup

Q1. A “crack” or “break” is formed in the sand.
Q2. The lines moved. It shifted or displaced.
Q3. It represents a fault.
Q4. A fault is a break or fracture or zone of fractures between two blocks of rock in the
Earth’s crust. Faults allow the blocks to move relative to each other.
Q5. A fault is formed in the Earth's crust as a brittle response to stress. Generally, the
movement of the tectonic plates provides the stress, and rocks at the surface break in
response to this.

Activity 3: How is an Earthquake Formed?

Q6. The plate jerks forward.
Q7. The house falls over.
Q8. The boundary with broken line between two plates represent the “fault”.
Q9. Friction prevents the two plates from slipping. As the energy is being released in the
earth’s interior, sudden fast movements between two sides of a fault may occur and
eventually cause movement or shaking of the ground.

D. Elaborate/Extend:
All the three types of faults (either in normal fault, reverse fault/Thrust, and strike-
Slip/Transform Lateral Fault) are said to be quake producing. In real situation, friction
prevents the two plate planes in the Earth’s crust from slipping. As the energy is being
released in the earth’s interior, sudden fast movements between two sides of a fault may
occur, and eventually cause movement or shaking of the ground. Every time a fault slips or
moves, the earth quakes. Scientists believe that earthquakes occur repeatedly along fault
line.

. Evaluate
1. C 2. C 3. D 4. B 5. A

I have learned that ______________________

V - REFLECTION
I think _______________________________

I will ask my teacher

about________________________________

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VI. REFERENCES:
Sources
Aquino, Marites D, et. al, “Science Links Worktext in Science and Technology Grade 8.”,
2013. (Sta. Mesa Heights, Quezon City: Rex Printing Company, Inc.), 353 -355.

Campo, Pia C, et.al. “Earth and Space.” In Science 8 Learners Material, 2013. Pasig
City, Philippines: Department of Education-Instructional Materials Council
Secretariat (DepEd-IMCS), 115–124.

Campo, Pia C, et.al. “Earth and Space.” In Science 8 Teachers Guide, 2013. Pasig City,
Philippines: Department of Education-Instructional Materials Council
Secretariat (DepEd-IMCS), 115–124.
Links
Wells, Reginald. “Earthquakes and Seismic Waves”. 2021. Retrieved from
https://slideplayer.com/slide/4779016/
TMart. “Science Folding and Faulting”. June 28, 2019. Accessed from
https://www.youtube.com/watch?v=F2-fHccQUb0

Images
Surface fault rupture during 1990 Luzon earthquake along Digdig segment of PFZ
accessed from
https://www.phivolcs.dost.gov.ph/index.php/2-uncategorised/635-philippine-fault-
zone-maps
Moab fault, Arches National Park at UTAH accessed from
https://en.wikipedia.org/wiki/MoabFault
San Andreas Fault accessed from https://en.wikipedia.org/wiki/San_Andreas_Fault
GO BAG retrieved from https://philmedicalsupplies.com/product/survival-go-bag/

SMILE LEARNER’S PACKET DEVELOPMENT TEAM

Writer: CHRISTY BLANCA G. LOBERIA

Reviewers: ROWENA C. DE LEON

ERICK F. GAYANES
ESTER T. GONZALES
VENJO L. LESANO
ERNESTO B. GILE JR.
JOHN BRYAN M. EVASCO

Layout Artist: APRIL R. GERSALIA

Editor: CHRISTINA GUANIZO

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