Teacher DEXTER M.

CLAMOHOY Grade Level GRADE 8

Grading Period 2ND QUARTER Quarter Earth and Space

Strand/Domain
WEEK 2 DAY 1

Content Earthquakes and Faults: 1. Epicenter and Focus

Content Standard The learners demonstrate an understanding 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.
Learning Competency Differentiate the: epicenter of an earthquake from its focus; intensity of an earthquake from its magnitude; active and inactive
faults. (S8ES-IIa-14)
Lesson Objectives At the end of this lesson, the students should be able to:
1. Differentiate the epicenter and focus of an earthquake;
2. Construct a Fault Model; and
3. Create a poster that educates others about earthquake safety measures.
Materials/Resources TEACHER STUDENTS Essential • Earthquake
Needed • Laptop • Paper Vocabulary • Epicenter
• PowerPoint Presentation • Ballpen • Focus
• Markers • scissors
• Fault Model Sheet • glue or tape
• metric ruler

PROCEDURES
TEACHER’S ACTIVITY STUDENTS ACTIITY
PRELIMINARIES (5 MINUTES)
1. PRAYER & GREETINGS “Good morning, students” “Good morning, sir!”

2. ENERGIZER “Remain standing class. Let’s have an energizer (Student does the activity)
first.” (ENERGIZER)

3. TIDING UP THE CLASSROOM “Before taking your seats, please pick up some (Student does the request.)
pieces of paper and wrappers under your seats. Open
up the windows and arrange your chairs”
 “Okay you may now take your seats.”
4. CHECKING OF ATTENDANCE
“Is there any absent from the class? If so, please take
note class secretary and give it to me later” “None, sir.”

“Before we start our lesson. Let us review our

classroom rules. Who wants to read?”
5. SETTING OF CLASSROOM RULES “Me sir.”
“Does everybody agree with this rules class?” Sit Properly
Mind Manners
Always be ready
Remain silent
Talk wisely

“”Yes Sir!”
ELICIT (5 MINUTES)
Review on Previous Topic (Asks Questions related to previous lesson.) S1: “Sir, a fault is a break in Earth’s
1. What is a fault? Surface.”
2. What are the three types of faults? S2: “The Three types of faults are
3. How faults generate earthquakes? Normal Fault, Reverse Fault, and
Strike-Slip Fault.”
S3: “The sudden movement of faults
generate earthquake”
ENGAGE (5 MINUTES)
A. 4 PICS 1 WORD “Okay Class, Let’s have an activity.” (Students will try to guess the
Find the word! Look at the four pictures and find the common (The teacher will read and clarify the instruction) answers based on the pictures.)
theme. Combine the clues to solve the puzzle.

ANSWER: EARTHQUAKE
ANSWER: EPICENTER

ANSWER: FOCUS

B. Raising the “Questions”

• What causes earthquakes to occur?
• Have you heard the terms "focus" and "epicenter" before in
the context of earthquakes? If so, what do you think they
mean?
EXPLORE (15 MINUTES)
Activity No. 2 “Go to your group and let us do the activity. Please (The students will do the activity)
WHERE DOES AN EARTHQUAKE START? follow the instructions in the stations carefully.
(MODIFIED)

General Instruction: The class will be divided into 3 groups.

Each group should proceed in every station starting from (The teacher facilitates the students during the
Station 1. Each group should follow the instruction given in activity.)
every station. When a group is done in the last station, they
should do a “Let’s Go” clap and go back to their group seats.
Station 1 – Constructing the model
1. Get the model template from the table.

2. Fold along the lines and paste where indicated. In the end,
you should have a model consisting of two parts that fit
together. You should have made something similar in the
photo.

3. After making the model, proceed to Station 2.

Station 2 – Marking the Areas

1. Mark the areas with the “letters” based on the descriptions
using the provided marker.

A – Earth’s Surface: The upper surface of the model.

B – Fault line: The trace of the fault on the surface of the Earth

C – Fault plane: The flat surface between the two pieces

D - Epicenter: Put the two pieces of the model together. The

focus is now hidden “underground.” Imagine a vertical line
from the focus to the upper surface of the model. Mark the
place where you expect the line to come out.

2. After marking the epicenter, calculate the distances of the

house A and B from the epicenter using the ruler in metric
scale (use the CM).

3. Using the printed compass in the model, determine the

direction of the Epicenter relative to the houses. (Only answer:
N, NE, E, ES, S, SW, W, NW)

Station 3 – Answering Questions

1. Get the answer sheets from the box and answer the following
questions:

A. Where is the focus located?

B. Where is the epicenter located relative to focus?
C. What do you think will happen if a place is near the
epicenter on an earthquake?
D. Which house do you think will receive more damage from
earthquake based on the distance? In which direction does the
Earthquake originated relative to the house?

Group Reporting and Rubrics

Each group Reporters will be given 3 minutes to report their (The teacher gives students the rubrics as their guide)
output in class. They should present what they did and answers
on the guide questions.

EXPLAIN (10 MINUTES)

Activity No. 2
WHERE DOES AN EARTHQUAKE START? “Okay’s let’s hear the report from every group. Let’s
(Continuation) start with Group 1. Again, you are required to reports (The students will explain their newly
you output in 3 minutes.” learned concepts form the
Group Reporting experiment)
The reporters from each group shall present their model in class
and give briefs answers on their observations on the questions. (The teacher gives generalizations from the outcomes
of the experiment)
“In this activity, you have learned the difference
GENERALIZATIONS AND SUMMARIZATIONS from between and earthquake’s focus and epicenter. You
previous activity were also able to determine there locations.
ELABORATE (10 MINUTES)
PRESENT THE OBJECTIVES (Presents the objectives) (Student will listen and may ask
questions)

CONTENT PROPER (Gives discussion and answers questions raised by

(PowerPoint to be made based on the module content below.) students.)

EVALUATE (3 MINUTES)
Multiple Choice Quiz (Students will answer the questions)
Choose the letter of the best answer. Each slide will only
flash every 20 seconds.

1.The place where the fault begins to slip is called

the______________.
A. Focus
B. Epicenter
C. Earth Surface
D. Fault Plane

2. The spot on the surface of the Earth that is directly above the
focus is called the __________.
A. Focus
B. Epicenter
C. Earth Surface
D. Fault Plane

3. What is the flat surface between the two plates in a fault?

A. Focus
B. Epicenter
C. Earth Surface
D. Fault Plane

4. It is a natural phenomenon which is characterized by sudden

shaking of ground.
A. Focus
B. Fault
C. Earthquake
D. Tsunami

5. What causes earthquake?

A. Fault Movements
B. Demons
C. People Moving
D. Focus
EXTEND (2 MINUTES)
Assignment: Students will create a poster that educates others (Gives instructions) (Does the activity)
about earthquake safety measures. They should include
information about the epicenter and focus of earthquakes. Print
it in a short bond paper.