I DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY PAGE NO.

8 Quarter II NO.1
Prepared by: CARMEN D. COLON

I. OBJECTIVES .
A. Content Standards The learners demonstrate an understanding of: the relationship
between faults and earthquakes
B. Performance The learners shall be able to:
1. participate in decision making on where to build structures based on
Standard
knowledge of the location of active faults in the community
2. make an emergency plan and prepare an emergency kit for use at
home
C. Learning The learners should be able to using models or illustrations,
explain how movements along faults generate earthquakes.
Competencies (S8ES-IIa-14)
a. Identify the types of fault; and
Write the LC code for
b. Illustrate the three types of fault.
each
II. CONTENT Earthquake and Faults

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Science 8 Teacher’s Guide, pp. 72-77
pages
2. Learners Material Learning Material for Grade 8
pages Earth Science Textbook pp. 116-119.
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) portal.
B. Other Learning Internet sources
Resource
IV. PROCEDURES

A. Reviewing previous Preliminary Activity:

lesson or presenting  Prayer
the new lesson  Energizer
 Checking of attendance
 House Rules
ELICIT

Directions: Unscrambled each group of letters from the correct word. Use the
clue and picture below.

1. s e t l p a - ______________

2. qakuethera

3. latuf
 4. lupl

5. phus

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.
B. Establishing a ENGAGE
purpose for the
lesson The topic and objectives of the lesson will be presented to the class.

C. Presenting The teacher will present a 50 secs actual CCTV footage of the road
examples/instances cracking due to earthquake.
of the new lesson.
Guide Questions:
What happened to the road?

Now, I will Demonstrate how blocks of rock/plates move along faults of the
earth’s crust and identify the three types of plate movement.
D. Discussing the new EXPLORE
concepts and
practicing new skills Directions:
#1
1. Group the class into 4.
E. Discussing the new 2. Groups 1 and 2 will do the activity 1. Each group will Choose a Leader,
concepts and Secretary, a reporter and performers (the one who will perform the
practicing new skills activity)
#2 3. Groups 3 and 4 will do the activity 2. Each group will Choose a Leader,
Secretary, a reporter and performers (the one who will perform the
activity)
4. Make sure to answer the questions and write it on the cartolina.

Note: Everyone must watch the activity while the performers performed
it. Everyone must observe what happened for follow-up questions.

5. ACTIVITY 1. “A FAULT-Y SETUP”

Materials Needed

Sand 2 sheets of cardboard

Paper ruler

Procedure

1. Spread the sheet of paper on a table

2. Arrange the two sheets of cardboard edge to edge.
3. Pour sand along the boundary of the two sheets.
4. Using the ruler, flatten the top of the sand and make two parallel lines.
5. Move the sheets slowly in the opposite directions.

Guide questions

1. As you move the sheets of cardboard, what is form in the sand?

2. What happens to the lines?
ACTIVITY 2

Groups 3 and 4 will do the Activity 3 part 2, and groups 1 and 2 will be the
observer.

Materials
Sand, paper lunch box

Procedure
1. Get the lunch box and cut it in the middle.
2. Place the other half of the box over the other one.
3. Pour sand in the nested boxes. Make sure it will take the half level of the
box. Use a ruler or palm to compact the sand.
4. Slowly pull the sides of the boxes and observe carefully.

GQ1. What happened to the sand?

GQ2. What is form after pulling the side of the boxes?
GQ3. Where did the sand go?

5. Get another lunch box and pour it with sand. Make sure to make the
surface of the sand flat and compact.
6. This time, push the side of the boxes towards each other.

GQ4. What happened to the sand?

GQ5. What is formed after pushing the boxes towards each other?

Let the students form their group, then do the thing below.
1. Illustrate the three types of plate movement. Use an arrow.
a. strike slip fault
b. reverse fault
c. normal fault
2. Report this in the class together with the guide questions from the
two activities.

Rubric for the Reporting

Below Satisfactory Exemplary Score
Expectation
ORGANIZATION No apparent The The presentation
organization. presentation is carefully
Correct has a focus organized and
statements and provides provides
are not used some correct convincing
to support statements statements to
assertions that support support
conclusions conclusions

CONTENT The content is The content The cont

inaccurate or is generally ent is complete
overly general accurate, but and
incomplete. accurate.

STYLE The speaker The speaker The speaker is

appears is generally relaxed &
anxious & relaxed & comfortable,
uncomfortable comfortable, presentation is the
, presentation presentation right length,
is is a decent student
too short, or length, and demonstrates
entire students’ ability to speak
paragraphs own extemporaneously
are read words are and make eye
verbatim from used for the contact with other
the summary. members of
article. the class
 TOTAL
F. Developing mastery EXPLAIN
(Leads to formative
assessment 3) Show a 2 minute video presentation.

Questions:

1. What are the types of fault?

2. What are their movements?

Discussion:

Supposing that the sand represents the rocks/plates beneath the crust,
what do you think will be the result of these movements?

1. What are the three types of plate movements?

2. What do you think cause the plates to move?
3. How do you think does an earthquake occur?
4. What are the parts of the fault?

Dif+

erentiate the location of HW and FW in the fault. Tell the learners the
movements of HW and FW in three types of fault.

G. Finding practical ELABORATE

application of
concepts and skills in Activity 1: Let the students form their group, then do the thing below.
Illustrate the three types of plate movement. Using an arrow. Explain each.
daily living
Group 1: Normal fault
Group 2: reverse fault
Group 3: strike slip fault

Activity 2: Look for it

Puzzled pictures are pasted around the class. Look for it, solve and paste in
front.
Normal Fault Reverse Fault Strike Slip Fault

Ask the learners:

1. What are the three types of fault?
H. Making generalization 2. Describe its movement.
and abstraction about
the lesson Why is it dangerous to live near fault line?

I. Evaluating learning EVALUATION

Directions: Read carefully the questions. Encircle the letter of the

correct answer.

1. What type of fault involves the hanging wall moving down and
the footwall moving up as the crust moves towards each
other?
a.normal fault c. reverse fault
b. strike fault d. Tension

2. It is described as the sudden shaking and trembling cause by the

 sudden release of energy from inside the earth.

a. Fault c. Friction
b. Earthquake d. Seismology
3.The study of earthquakes.
a. Fault c. Friction
b. Earthquake d. Seismology
4. Earthquake happen along a Faultline. Which of the following is not
true about faults?
a. It can be found in the land.
b. it is the break in the Earth’s crust.
c. It is where fault cyclone starts.
d. None of the above.
5. Lexzy a Grade 8 student was playing inside his home. Suddenly, he
felt a shake, and earthquake. What should he do?
a. Run inside the room
b. Try to look for an open area, then do the duct, cover and hold
c. Nevermind the shake and continue playing.
d. Try to look for an open area, then continue playing.

J. Additional activities EXTEND

for application or remediation
Directions: Research the land features that can be formed in the normal fault,
reverse fault and strike slip fault.

V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for

remediation who scored below 80%
Did the remedial lesson worked? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why did this

work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized material did I use/discover
which I wish to share with other teachers?

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Critique Teacher Critique Teacher

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Critique Teacher