Unit 9: Earthquakes and Faults • Grade 8

Lesson 9.1
Faults
Table of Contents

Learning Competency 2
Learning Objectives 2
Suggested Time Frame 2
Essential Questions 2
Prerequisite Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 7
C. Practice & Feedback 13
Assess Performance 15
Synthesis 18
Bibliography 18
 Unit 9: Earthquakes and Faults • Grade 8

Unit 9 | Earthquakes and Faults

Lesson 9.1: Faults

Learning Competency
At the end of this lesson, the given DepEd learning competency should be met by the
students.
● using models or illustrations, explain how movements along faults generate
earthquakes (S8ES-IIa).

Learning Objectives
At the end of this lesson, students should be able to:
● describe fault; and
● determine the different types of faults.

Suggested Time Frame

1 session (or approximately 50 minutes)

Essential Questions
At the end of this lesson, the student should be able to answer the following questions.
● How do faults form?
● Why is there a need to know the different types of faults?

Prerequisite Topics
Students should know the following prerequisite topics before proceeding with the lesson.
● Earthquakes (Science 6, Lesson 12.1: Forces that affect changes on Earth’s surface:
Earthquakes)
● What to do before, during, and after an earthquake (Science 6, Lesson 12.3: What to
Do Before, During, and After Earthquakes)

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 Unit 9: Earthquakes and Faults • Grade 8

Lesson Proper
A. Introduction to the Lesson
Start the lesson by introducing the following concepts and/or asking the following
questions to the students. The suggested activities after the questions may also be done in
class. You may use any of the suggested activities below.

1. Recall the topic about the layers of Earth. What are the layers of Earth?
a. The crust, mantle, and core are the layers of Earth
b. The crust is the topmost and thinnest layer.
c. Mantle is the thickest layer of Earth where convection current occurs.
d. The core is the innermost layer and is divided into solid inner core and liquid
outer core.
e. After the introduction, you may proceed with Option A.

Option A: It's My Fault

In this activity, students will be able to visualize how earthquakes happen and
how it causes destruction.

Duration: 20 minutes

Quipper Reference: Lesson 9.1: Faults; Warm-up activity on pages 5 to 6.

Materials:
● cardboard
● crepe paper
● scissors
● shoe box

Procedure:
1. Ask the students to cut the box into two.
2. Then, cover the open area with cardboard. Use tape to secure the parts of
the box
3. Place the boxes side by side and place the crepe paper on top of the boxes
and this represents a single block of rock.
4. Tape the crepe paper to the sides of the box.
5. Push one box forward and the other box backward.
6. Observe the changes in the appearance of the crepe paper.

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 Unit 9: Earthquakes and Faults • Grade 8

7. Repeat steps 1-6 but this time move one block downward. Then, observe
what happens to the crepe paper.
8. Ask the students to answer the guide questions.

Image of the Setup

Guide Questions:
1. What happens to the crepe paper as you move the box? It creates ridges in
the paper and the paper eventually breaks apart.
2. In the set-up, which refers to the fault in the rocks? The break in the box
represents the fault.
3. How are faults formed? Faults are formed as a response to stress.

Teacher’s Notes
Faults are breaks in Earth’s outer layer where slip or displacement occurred.
This activity explains how the presence of faults affect the crust and disrupt the
natural harmony of the environment

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 Unit 9: Earthquakes and Faults • Grade 8

2. Recall the topic on forces that shape Earth’s surface. What are the forces that shape
Earth’s surface?
a. Earthquakes and Volcanic Eruption are the forces that shape Earth
b. Earthquake is the shaking of the ground caused by the passage of seismic
waves.
c. A volcanic eruption occurs when lava and gas are ejected out of the volcanic
vent.
d. After the recall activity, you may proceed with Option B.

Option B: Mosaic Making

In this activity, the students will create a mosaic showing the different parts of a
fault.

Duration: 15 minutes

Materials:
● art materials
● scrap materials (bottle caps, soda locks, etc.)
● glue
● short bond paper
● yarn

Procedure:
1. Ask the students to gather the scrap materials they brought.
2. Instruct the students to create a footwall block and hanging wall block.
Make sure that each block is distinct from the other.
3. Using the yarn, create a fault line.
4. Remind the students that they can improve their work using the art
materials.
5. Ask the students to answer the guide questions.

Guide Questions:
1. What is a fault? Fault is a thin zone of crushed rock separating blocks of
Earth’s crust.
2. What are the parts of a fault? Fault line, hanging wall block, and footwall
block are the parts of a fault.
3. What is a fault line? Fault line is the trace of a fault.

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 Unit 9: Earthquakes and Faults • Grade 8

Teacher’s Notes
A fault is comprised of a fault line, hanging wall block and footwall block. Faults
are cracks or breaks in Earth’s crust. Through the activity, the parts of the fault
may be clearly visualized by the students.

3. Recall the topic about the layers of Earth. What are the layers of Earth? Which layer of
Earth is responsible for the movement of tectonic plates?
a. Crust, mantle, and core are the layers of Earth
b. The asthenosphere, which is the upper layer of the mantle provides the
movement of the plates along faults.
c. After the recall activity, you may proceed with Option C.

Option C: Infographic
The activity allows the students to create an infographic showing faults present in
different areas in the Philippines.

Duration: 20 minutes

Materials:
● art materials
● short bond paper

Procedure:
1. Ask the students to form groups with equal members
2. Ask the students to select an area from where one of their members live.
3. Research on the information about fault lines present in the area and
create an infographic about this information
4. Ask the students to answer the guide questions.

Guide Questions:
1. What are the two classifications of faults? Dip-slip and strike-slip are the
classification of faults.
2. What is the difference between dip-slip and strike-slip faults? Dip-slip faults
refers to faults where movements of blocks is parallel to the dip of the

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 Unit 9: Earthquakes and Faults • Grade 8

fault surface while strike-slip fault is a result of sideways movement of

block of rocks.
3. What are the types of dip-slip and strike-slip faults? The two types of
dip-slip faults are normal and reverse fault while the two types of
strike-slip faults are left lateral and right lateral faults.

Teacher’s Notes
Faults can be classified as dip-slip or strike-slip faults. Identifying the presence
of faults help mitigate the impacts of earthquakes that may occur in the
location

Web Box
To provide a better understanding of the process of the lesson, the teacher may
use the video below to allow students to visualize the process being discussed in
the lesson.

Kyle Reichle. 2013. ‘Five basic fault lines’

https://www.youtube.com/watch?v=hmX8BmD3L7k

B. Discussion
After doing the introductory activity, it is expected that the students are reminded of the
basic information that they need to understand the actual lesson. The teacher can now
proceed with discussing the actual lesson using the flow below.

1. Discuss and elaborate on how faults form. What are tectonic plates? What is
asthenosphere? What is a fault? Where do you find most of the faults? What causes the
movement of faults? You may refer to slides 3 to 5 to discuss this part.
a. Tectonic plates are large plates of rocks which makes up Earth’s crust.
b. The asthenosphere is the plastic layer and comprises the upper part of the
mantle.
c. A fault is a fracture along which the blocks of crust on either side have
moved relatively from one another parallel to the fracture.

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 Unit 9: Earthquakes and Faults • Grade 8

d. Most faults are found in the boundaries of tectonic plates, some can be
found within continents.
e. The slow movement of the asthenosphere is responsible for the
movement of faults while the movement of plates creates different types of
faults.
f. After the activity, you may proceed with Option A

Option A: How Faults Move?

The activity aims to help students visualize how asthenosphere affects the
movements of the tectonic plates

Duration: 20 minutes

Materials:
● plastic container
● puzzle pieces
● water

Procedure:
1. Ask the students to form groups of five.
2. Ask the students to fill in the container with water.
3. Once the container is filled with water, ask the students to place the puzzle
pieces on top of the water.
4. Gently topple or tap the side of the container.
5. Observe the reaction of the puzzle pieces.
6. Repeat steps 4 and 5 but adding the strength of each tap after every
repetition.
7. Instruct the students to do this five times.
8. Ask the students to answer the guide questions.

Guide Questions:
1. What does the puzzle pieces represent? It represents the crust which is
broken down into tectonic plates.
2. What does water represent? It represents the asthenosphere and the
tapping of the sides of the container shows the convection current which
causes the movement of the tectonic plates.

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 Unit 9: Earthquakes and Faults • Grade 8

3. How does asthenosphere affect the landforms found on Earth?

Asthenosphere causes movement of tectonic plates which can be away or
towards each other. This movement creates the landforms found on Earth.

Teacher’s Notes
The asthenosphere is the plastic layer of the mantle which allows the
movement of the plates. The activity depicts the movement caused by the
asthenosphere is considered to be the plastic layer and responsible for the
plate movement along faults

2. Discuss the topic of parts of a fault. What are the parts of a fault? You may refer to
slides 6 to 7 to discuss this part.
a. The fault line, hanging wall block, and footwall block are the parts of a
fault.
b. The fault line is the trace of the fault and is also the most visible part. The
dip is the angle that the fault cuts through the soil layers.
c. The hanging wall block is the part of the fault leaning on the footwall and
the portion immediately above the fault.
d. The footwall block is the portion that is being leaned on and is below the
fault. It has a wider base that the hanging wall.
e. After the discussion, you may proceed with Option B.

Option B: Show Me the Fault

In this activity, students will create an explosion box which will show the parts of a
fault.

Duration: 25 minutes

Materials:
● art materials
● cardboard or folder
● glue
● scissors or cutter

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 Unit 9: Earthquakes and Faults • Grade 8

Procedure:
1. Ask the students to form groups of five
2. Instruct the student to create their explosion box. You may refer to the link
below for the instructions on how to make the box.

User: Crafty with RAJNI. November 17, 2016.

‘DIY|How to make Basic Explosion box |easy and
fast|just 5 minutes.’
https://www.youtube.com/watch?v=6ck2TO9leBw.

3. Ask the students to add the information about the parts of the fault in each
side of the explosion box.
4. Remind the students to be creative in putting the necessary information.
5. Ask the student to answer the guide questions.

Guide Questions:
1. What are the parts of a fault? Fault line, hanging wall block, and footwall
block are the parts of a fault.
2. What is a faultline? A fault line is the trace of a fault and is also the most
visible part of a fault.
3. What is the difference between the hanging wall block and the footwall
block? Hanging wall block is the portion immediately above the fault while
the footwall block is the portion below the fault.

Teacher’s Notes
The fault line, hanging wall block, and footwall block are the parts of a fault.
Using a creative way of presenting the parts of a fault, students will have a
better understanding of these parts and will enable them to differentiate the
parts easily.

3. Discuss the topic of the different types of faults. What are the types of faults? Where
can we find actual examples of these faults? You may refer to slides 8 to 15 to discuss
this part.
a. Dip-slip faults, strike-slip faults, and oblique fault are the types of faults.
b. A dip-slip fault refers to faults where movement of blocks is parallel to the
dip of the fault surface.

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 Unit 9: Earthquakes and Faults • Grade 8

c. Dip-slip faults can be normal or reverse fault.

d. If the hanging wall block moves downward, the fault is termed normal. It is
formed by tensional stresses that pull rocks apart.
e. If the hanging wall block moves up, it is called reverse. It is formed by
compressional forces associated with convergent plate boundaries.
i. A thrust fault is a type of reverse fault whose dip is less than 45
degrees.
f. Horsts are the uplifted or raised areas while grabens are the down-dropped
or lowered areas.
g. A strike-slip fault or transcurrent fault is a result of the sideways movement
of blocks or rocks.
i. It can be classified as left lateral or right lateral fault depending on
which direction the block move relative to a certain reference block.
ii. It is formed by transform plate boundaries.
h. An oblique fault has both the dip-slip and strike-slip components which can
be formed by the combination of shear stress and compressional or
tensional stress.
i. A normal fault can be found on the coast of Somerset, England. On the
other hand, a reverse fault can be found on Grands Causses in Bedarieux,
France. Lastly, San Andreas fault in California is a strike-slip fault.
j. After the discussion, you may proceed with Option C.

Option C: How Faults Differ

The activity allows the students to visualize the types of faults using a cookie.

Duration: 15 minutes

Materials:
● cookie sandwich (e.g. oreo, cream-o, etc)

Procedure:
1. Ask the students to break the cookie into two.
2. Let the students identify which is the hanging wall block and the footwall
block.
3. Ask the students to demonstrate the movement of blocks in a normal
fault.
4. Check if the students did it correctly.
5. Do the same for the reverse fault, strike-slip, and oblique fault.

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 Unit 9: Earthquakes and Faults • Grade 8

6. Ask the students to answer the guide questions.

Guide Questions:
1. What are the types of faults? Dip-slip, strike-slip, and oblique are the types
of faults.
2. What is the difference between normal and reverse fault? In a normal fault,
the hanging wall moves down. In a reverse fault, the hanging wall moves
up.
3. Why is it important to know the types of faults? To be able to identify the
movement of the plate once an earthquake occurs and evacuation plan
may be tailor fit for the community.

Teacher’s Notes
Dip-slip, strike-slip, and oblique are the three types of faults. Using an
inexpensive material, students are able to visualize how types of faults affects
the movement of the plates.

Web Box
To provide a better understanding of the process of the lesson, the teacher may
use the video below to allow students to visualize the process being discussed in
the lesson.

Liz Meredith. 2016. ‘Types of Fault’

https://www.youtube.com/watch?v=A_ZRtS3QGHw

Link to the downloadable presentation slides: 9.1 Faults

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 Unit 9: Earthquakes and Faults • Grade 8

C. Practice & Feedback

Use the following materials to serve as practice activity in assessing student’s
understanding of the lesson. Make sure to provide feedback after doing the activity by
commending correct answers and addressing wrong answers through positive feedback.

1. Define the following terms.

Terms Answer

i. fault line

ii. hanging wall block

iii. footwall block

iv. dip-slip fault

v. strike-slip fault

Answer Key:

Terms Answer

i. fault line It is the trace of the fault and the most

visible part of the fault.

ii. hanging wall block It is the part of the fault that is leaning on
the footwall and the portion immediately
above the fault.

iii. footwall block It is the portion that is being leaned on and

is the surface below the fault.

iv. dip-slip fault It refers to faults where movement of

blocks is parallel to the dip of the fault
surface.

v. strike-slip fault It is a result of the sideways movement of

blocks of rocks.

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 Unit 9: Earthquakes and Faults • Grade 8

2. Draw and label what is being asked by the following items.

a. Movement of blocks and type of stress in a normal fault

In a normal fault, tensional stress lengthens the crust and results to

stretching and breaking of rocks. The hanging wall moves down relative to
the footwall.

b. Movement of blocks and type of stress in a reverse fault

In a reverse fault, compressional stress causes the plates to move towards

each other. As a result, the hanging wall block moves upward relative to the
footwall block.

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 Unit 9: Earthquakes and Faults • Grade 8

c. Movement of blocks in a strike-slip fault

Strike slip faults is a result of sideways movement of blocks of rocks. The

hanging wall and footwall is neither moving up nor down but is moving
laterally in opposite directions

Assess Performance
Use the additional materials to assess the understanding of the students
regarding the lesson.

1. Ask the students to answer the following individually on their notebooks. Afterward,
it will be checked and graded.
a. Complete the following statements.
1. Strike-slip faults can be further classified as ___________ or ____________.
Left lateral or right lateral
2. A normal fault is formed by ____________ stresses that pull rock apart.
Tensional
3. A ______________ fault is a result of sideways movement of blocks of rocks.
Strike-slip
4. A __________ fault is a type of reverse fault whose dip is less than 45
degrees. Thrust
5. _________________ is the part of the fault that is leaning on the footwall.
Hanging wall block
6. __________ are the uplifted areas. Horsts
7. The ___________ is the angle that the fault cuts through the soil. Dip
8. ______________ faults result from compressional stress. Reverse
9. Dip-slip faults are classified as _________ or reverse. Normal
10. ___________ are the downward block of rock formed in a multiple normal
fault. Graben

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 Unit 9: Earthquakes and Faults • Grade 8

2. Use the Check Your Understanding section in the study guide pages 12 to 13.
Students may answer it on their notebooks and will be checked and graded
afterward. Choose only selected items if not possible due to time.

a. Identification. Identify the type of fault in each illustration.

1. _________________________ 2. _________________________

3. _________________________ 4. _________________________

5. _________________________

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 Unit 9: Earthquakes and Faults • Grade 8

Answer Key:
1. normal fault
2. strike-slip fault
3. strike-slip fault
4. oblique fault
5. thrust fault

b. Determine the term described in each question.

1. What is the angle of the dip so that a fault could be classified as a
thrust fault? 45 degrees
2. What kind of fault is produced at the convergent boundary? Reverse
fault
3. What type of fault is formed due to horizontal and vertical movement
of blocks of rocks? Strike-slip fault
4. What is the basis in the classification of faults? Movement of blocks
5. What type of stress causes the formation of a strike-slip fault? shear
stress

c. Write true if the statement is correct while write false if the statement is
incorrect.
1. The fault is the general term used to describe a break in rock layers.
True
2. Tectonic plates are slabs of crust in which its movement form faults.
True
3. When the hanging wall moves upward relative to the footwall, then
compressional stress is formed between the fault blocks. True
4. Faults only occur along plate boundaries. True
5. The angle where the fault cuts the rock layers is called the dip. True
6. The reverse dip-slip fault usually forms when plates move away from
one another. False
7. Graben is the downward block in a series of a normal fault. True
8. A thrust fault is a special kind of normal fault where the dip angle is 45
degrees. True
9. San Andreas Fault is formed when plates move pass each other. True
10. The perpendicular movement of the fault block along the fault line
forms dip-slip fault. False

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 Unit 9: Earthquakes and Faults • Grade 8

Synthesis
To end the lesson, the following strategies can be done:

1. Provide a brief recall of the concepts of faults.

2. Ask the students to create a concept map on the board that focuses on faults. The
following should also be included:
a. classification of faults; and
b. types of faults based on each classification

3. Ask the student the following synthesis questions:

a. Explain how stress affects the movement of plates. Tensional stress cause
the plates to move away from one another resulting in the downward
movement of the hanging wall, compressional stress results in the upward
movement of the hanging wall while shear stress causes lateral movement of
plates.
b. How does the movement of faults affect the sculpture of Earth? The
movement of faults can create land masses or openings which will serve as a
reservoir for water.
c. Why is there a need to know if faults are present in an area? To be able to
prepare in the event that this fault will move.

Bibliography
The Associated Press. 2016. The World’s Deadliest Earthquake Since 2000. Accessed June
13, 2018.
https://www.seattletimes.com/nation-world/the-worlds-deadliest-earthquakes-since
-2000/

Environmental Literacy Council. https://enviroliteracy.org/land-use/plate-

tectonics/earthquakes/. Accessed June 29, 2017

ESA21: Environmental Science Activities for the 21st Century. Nd. Plate Tectonics:
Earthquake Epicenter. http://esa21.kennesaw.edu/activities/epicenter/epicenter.pdf.
Accessed June 29, 2017.

Dutch, Steven. 2010. Faults and Earthquakes.

http://www.uwgb.edu/dutchs/earthsc202notes/quakes.htm. Accessed June 29, 2017

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 Unit 9: Earthquakes and Faults • Grade 8

Lagmay, A.M.F., Eco, R. and Ybanez, R. 2013. Magnitude 7.2 temblor rocks Bohol,
Philippines (Initial assessment). Nationwide Operational Assessment of Hazards.
Accessed July 7, 2017.
http://blog.noah.dost.gov.ph/2013/10/20/magnitude-7-2-temblor-rocks-
bohol-philippines-initial-assessment/

Lyell, Charles. 2005. Principles of Geology. Reprinted. Penguin UK.

Philippine Institute of Volcanology and Seismology. 2008. PHIVOLCS Earthquake

Intensity Scale (PEIS). Accessed July 7, 2017.
http://www.phivolcs.dost.gov.ph/index.php?option=com_content&task=view&id=4
5&Itemid=100

Philippine Institute of Volcanology and Seismology. 2008. About PHIVOLCS. Accessed

July 7, 2017.
http://www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id
=13&Itemid=19

Sabornido, S. 2015. Top 10 Strongest Earthquake to Hit the Philippines. Accessed

June 13, 2018.
https://faq.ph/top-10-strongest-earthquakes-to-hit-the-philippines/

Tarbuck, Edward J. and Frederick J. Lutgens. 2015. Earth Science. New Jersey: Pearson
Prentice Hall.

United States Geological Services. USGS: Science for a changing world. Sept 20, 2009.
https://earthquake.usgs.gov/learn/kids/eqscience.php. Accessed June 29,
2017.

United States Geological Services. Earthquake Glossary - dip slip.

https://earthquake.usgs.gov/learn/glossary/?term=dip%20slip. Accessed July 7, 2017.

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Appendix A1. Assess-Recall Worksheet (With

Answer Key)
Instruction: Read the question carefully then choose the best answer.

Question 1 Explanation
Which of the following is not a part of a fault? The fault line, hanging wall block
A. normal fault and footwall block are the parts of
B. hanging wall a fault.
C. footwall
D. fault line

Question 2 Explanation
What is the angle of a dip in a thrust fault? A thrust fault is a type of reverse
A. less than 45 degrees fault whose dip is less than 45
B. less than 90 degrees degrees.
C. less than 30 degrees
D. less than 60 degrees

Question 3 Explanation
What are the down-dropped or lowered areas in Grabens are the down-dropped or
multiple normal fault? lowered areas.
A. grabens
B. horst
C. wall
D. block

Question 4 Explanation
What do you call the portion being leaned on and Footwall is the portion being
is the surface below the fault? leaned on and is the surface below
A. footwall the fault.
B. hanging wall
C. horsts
D. rocks

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Question 5 Explanation
What is the classification of faults? Faults can be classified as dip-slip,
A. dip-slip, strike-slip, and oblique strike-slip, and oblique fault.
B. dip-slip, hanging wall, and oblique
C. strike-slip, oblique, and dip
D. footwall, dip-slip, and oblique

Question 6 Explanation
What is the type of fault that has the sideways The strike-slip fault has the
movement of blocks? movement of blocks.
A. strike-slip
B. dip-slip
C. oblique
D. normal

Question 7 Explanation
What are the parts of a fault? Faults are composed of the fault
A. dip, fault line, blocks line, dip, and blocks.
B. hanging wall and footwall
C. blocks, dip-slip, and dip
D. dip, fault, fault line

Question 8 Explanation
What do you call the breaks in rocks where Faults are breaks in rocks where
slippage has occurred? slippage has occurred.
A. faults
B. dip
C. blocks
D. oblique

Question 9 Explanation
What classification of fault has the movement Dip-slip faults have movement
parallel to the dip? parallel to the dip.
A. dip-slip
B. strike-slip
C. oblique
D. left lateral

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Question 10 Explanation
What type of fault has both dip-slip and strike-slip The oblique fault has both dip-slip
components? and strike-slip components.

A. oblique fault
B. normal fault
C. reverse fault
D. strike-slip fault

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Appendix A2. Assess-Comprehension Worksheet

(With Answer Key)
Instruction: Briefly answer the following questions.

1. Explain how movements of faults can create mountains and mountain range.

In a reverse fault where plates move towards each other, the crust is compressed
and may result in the formation of mountains and mountain range.

2. Which type of fault may result in the formation of rivers or other bodies of water?
Explain.

A normal fault may result in the formation of rivers. A normal fault forms as a
result of divergent plate boundaries which causes the plates to move away from
each other. The movement results in creating of dams where water can be stored.

3. How does stress affect faults?

Stress is responsible for the movement of faults either away from each other,
towards each other or laterally.

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Appendix A3. Assess-Application Worksheet (With

Answer Key)
Instruction: Briefly answer the following questions.

1. Consider you are an engineer, why is it important for you to know if faults are
present in an area?

As an engineer, there is a need to assess the vulnerability of an area before

infrastructure can be built.

2. An earthquake has occurred in an area. The residents noticed that the river system
was displaced and the flow of water was interrupted. The river now flows 45 meters
away from its original track. What is the type of fault present in the area? Defend
your answer.

Strike-slip fault. The plates have moved laterally causing the displacement of the
river.

3. The government is looking for an area to relocate the families living in slums. How
can you reduce the risks of losing lives in search of relocation houses for the poor?

Assess the location if major fault lines are present and create houses that are
appropriate to the vulnerabilities of the area.

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