Bicol University

College of Education
Science, Technology & Mathematics Department
Bachelor of Secondary Education
Major in Science

LESSON PLAN
Subject/s Earthquakes and Faults Gr./Sec. Grade 8

Teacher John Emmanuel N. Piquero Duration 1 hour

I. Objectives
Content Standard the relationship between faults and earthquakes

Performance make an emergency plan and prepare an emergency kit for use at home and in school
Standard
Learning Using models or illustrations, explain how movements along faults generate earthquakes
Competency
S8ES-IIa-14
Learning At the end of this lesson, students shall be able to:
Objectives a. Explain how movements along the faults generate earthquakes.
b. Differentiate the; (1) epicenter of an earthquake from its focus; (2) intensity of an earthquake from its
magnitude and; (3) Inactive Faults from Active Faults.
c. Create an emergency plan and prepare an emergency kit for use at home and in school.
II. Content / Topic Earthquakes and Faults
III. Learning
Resources
A. Reference/s https://depedtambayan.net/grade-8-science-module-earthquakes-and-faults/
https://www.youtube.com/watch?v=4Y55LUv6lN4
https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
B. Instructional Laptop, Google Slides, Articles/Excerpt, Maps,
Materials Projector, YouTube, Pictures/Graphs, Models, Speaker, Microsoft PowerPoint
 C. Teaching Lecture Modeling Guided Practice Total Physical Response Open-ended Questioning Independent Practice Active
Strategies Learning System Problem-Based Learning Differentiation Reflect and Apply Assessment/Rubrics
IV. Procedure
Teacher Activity Student Activity
Motivation Engage
Before the lesson Provided with figures and short descriptions, students
must identify whether the figure represents strike-slip
fault, normal fault, or reverse fault based on the given
descriptions below.

Short description

Strike-slip fault – rocks are sliding past each other

horizontally.

Normal fault – two blocks of crust pull apart create

space, stretching the crust into a valley. In a normal fault,
the hanging wall drops down.

Reverse fault – also known as thrust fault, sliding one

block of crust on top of another. This fault is commonly
found in collisions zones.
*Teacher will ask some questions to facilitate learning.
Note: This activity will help arouse the curiosity of the
learners and improve interest in the topic.

Questions
1. What figure do you think represents strike-slip - The first one sir.
faults?
- Any other answer? - The third one sir.
- Correct, can you justify your answer please? - Student will explain and justify his/her answer.
2. How about Normal fault? - The second figure sir.
- Why do you think so? - Student will explain.
- Very good, that is correct.
3. And Reverse fault? - The first figure sir.
- Why do you think so? - Student will explain.
- Correct! Thank you very much.

Elicit
Thinking Time
1. Based from your own personal experiences,
what geological hazards can you consider as the
most dangerous and life threatening?
2. What measure did you and your family executed
to make that you are all safe during these
situations?
Note: Learners will recall what they have
experienced in the past with regards to
geological hazards like quakes or landslides.
Not all of the learners have experienced
these phenomena, so only those who have
experienced personally are expected to answer
or share their experiences.

Explore
The teacher will present an educational video from Students will watch the video and take notes for later
YouTube that discusses the types of faults. After purposes.
presenting the video and activity entitled “Trace it” will
be introduced.
Activity “Trace it”
Directions: Study the figure and refer to the legend
below.

- Students will perform the activity.

The teacher is going to ask questions to facilitate

learning.

List of questions to be asked:

1. Which cities have valleys? - Students will give their answers.
2. Which cities have mountains?
3. Which among the cities have the least
probability of having an earthquake?
4. How do movements along the fault generate
earthquakes?
 Explain
After the activity, the learners will be asked to voluntarily - Volunteer students will present in front of the
share to the class what they have learned from the class.
lesson so far. The teacher/s will be asking questions as
a form of formative assessment to assess how the
learners are grasping ideas during the session.

Sample questions:
1. Why do you think it is important for us to have - Students will give their answers.
the knowledge about earthquakes? - Students will give their answers.
2. If you are put in a situation where a slumping
volcanic earthquake is happening, what’s your
best plan?

Content of the lesson

An earthquake is brought about by an abrupt slip on a

fault, much like what happens when you snap your
fingers. Going before the snap, you push your fingers
together and sideways. Since you are pushing them
together, friction keeps them from moving to the side. At
the point when you push sideways hard enough to
overcome this friction, your fingers move unexpectedly,
discharging energy in a form of sound waves that set the
air vibrating and travel from your hand to your ear, where
you hear the snap.

The same process goes on in an earthquake. Stress in

the outer layer of the Earth pushes the sides of the fault
together. The grinding over the surface of the fault holds
the rocks together so they do not slip promptly when
pushed sideways. In the long run, enough pressure
develops, and the rocks slip suddenly releasing energy
in waves that make a travel through the rocks to cause
the shaking that we feel during an earthquake.
Earthquake is the shaking of the surface of the Earth
resulting from the sudden release of energy in the
Earth's lithosphere. The energy will eventually be
released once the fault overcomes the friction
movement.

Faults are thin zones of crushed blocks of rocks. These

are often in centimeters to thousands of kilometers long.
Their surfaces can be vertical or horizontal. These can
expand into the earth and might possibly reach out up to
the earth's surface. These are also breaking in the
Earth's crust where rocks on either side of the crack
have slid past each other. There are three kinds of faults:
strike-slip, normal, and thrust (reverse) faults. Each type
is the outcome of different forces pushing or pulling on
the crust, causing rocks to slide up, down or past each
other. The amount of ground displacement in an
earthquake is called the slip.

Strike-slip faults are rocks sliding past one another on

a horizontal plane, with little to no vertical movement.
Examples to these are the San Andreas Fault and the
Anatolian Fault. Normal faults are two blocks of crust
layer pulling apart, extending the crust into a valley thus,
creating a space.
A Normal fault has the upper side or hanging wall
appears to have moved downward with respect to the
footwall. The Basin and Range Province North America
and the East African Rift Zone are two notable districts
where normal fault is spreading apart Earth's crust.

Reverse faults are also known as thrust faults, the slide

one block of crust on top of another. These faults are
normally found in collision zones where tectonic plates
push up mountain ranges, for example, the Himalayas
and Rocky Mountains.
What is an earthquake’s focus?
- The focus is point inside the earth where the
earthquake started, sometimes called
the hypocenter, and the point on the surface of
the earth directly above the focus is called
the epicenter.

What is the difference between an earthquake’s

magnitude from its intensity?
- There are two ways by which we can measure
the strength of an earthquake: magnitude and
intensity. Magnitude is proportional to the
energy released by an earthquake at the focus.
It is calculated from earthquakes recorded by an
instrument called seismograph. It is
represented by Arabic Numbers (e.g. 4.8, 9.0).
Intensity on the other hand, is the strength of an
earthquake as perceived and felt by people in a
certain locality. It is a numerical rating based on
the relative effects to people, objects,
environment, and structures in the surrounding.
The intensity is generally higher near the
epicenter. It is represented by Roman Numerals
(e.g. II, IV, IX). In the Philippines, the intensity of
an earthquake is determined using the
PHIVOLCS Earthquake Intensity Scale (PEI).
 Elaborate
Simulation Activity

Instruction:
Given the ideas about earthquakes, the learners must
identify what is being describe in the ideas that the
teacher is presenting. The teacher will then further
explain details about it.

Example:
*In this type of fault, the hanging wall drops
down.
- The learners will give their answers.
- Teacher will confirm whether it is right or
wrong.
- The teacher will then connect the ideas of the
learners with facts and further explain the
event; its causes, and the proper safety
measures to do during the particular
geological hazard being presented.

Note: Simulation activities help the learners in

developing their critical thinking skills as well as
improve they’re about the knowledge the topics being
presented. This type of activity also promotes class
participation.
Evaluate
Directions: Choose the letter of the correct answer.

1. The stress along the outer layer of the Earth causes - Students will accomplish the quiz.
the build-up of energy. What prevent the rocks from
releasing this energy?
A. bending of rocks
B. vibration of the rocks
C. friction between rocks
D. energy released by rocks
2. Why do earthquakes occur frequently in Japan,
Indonesia, and Philippines?
A. They are surrounded by seas.
B. They are located near the equator.
C. They are considered archipelagic countries.
D. They are found within the Pacific Ring of Fire.

3. Which factor keeps the rocks from slipping past each

other?
A. Arrangement
B. Bending
C. Depth:
D. Roughness

4. What type of fault formed the Rocky Mountains?

A. Normal
B. Reverse
C. Strike-slip
D. Transform

5. What happens to the rocks in a fault slip?

A. They stick together.
B. They slide past each other.
C. There is no movement at all.
D. They suddenly slip generate earthquake.

6. What is referred to as a fracture between two blocks

of rocks?
A. Earthquake
B. Fault
C. Stress
D. Volcano
7. What type of fault is the San Andreas fault?
A. Normal
B. Reverse
C. Strike slip
D. Thrust

8. Which type of fault is described by two blocks of

crust pushing together?
A. Normal
B. Reverse
C. Strike-slip
D. Thrust

9. Which of the following figures illustrates normal

fault?

A.
B.
C.
D.

10. How do faults produce earthquakes?

A. Once friction is overcome, a fault slip produces
earthquake.
B. Molten rock materials accumulate and go out along
a fault.
C. Tectonic plates collide forming a volcano and
causing earthquake
D. Magma and lava cause the ground to move
producing earthquake.

11. Which type of fault is described by a hanging wall

shipping down the footwall?
A. Normal
B. Reverse
C. Strike slap
D. Transform

12. What type of fault is described by rocks moving

sideways past each other?
A Converge
B. Normal
C. Reverse
D. Transform

13. What is referred to as the shaking of the Earth's

surface resulting from the sudden release of energy in
the lithosphere?
A. Earthquake
B. Fault
C. Friction
D. Stress

14. What type of fault shows two plates moving apart

from each other?
A. Normal
B. Reverse
C. Strike-slip
D. Transform

15. How does a reverse fault form?

A. The blocks slide past each other.
B. The blocks pull apart from each other.
C. The hanging wall moves upward relative to the
footwall.
D. The hanging wall moves downward relative to the
footwall.

Extend
Before our lesson ends, we are going to do one last
activity.
*The teacher will give the instructions.

- For today’s lesson’s final activity, you will be - Students will perform the activity.
creating an emergency plan and prepare an
imaginary emergency kit for use at home and
in school. You can do this by either drawing
or sketching an emergency kit and labeling
the products inside it or simply enumerate
the things that you will be including in your
emergency kits.