BUKIDNON STATE UNIVERSITY
Malaybalay City, Bukidnon, 8700
Tel (088) 813-5611 to 5663; Telefax (088) 813-2717, www.buksu.edu.ph
TOPIC
TEACHERS
GRADE LEVEL
QUARTER
MODULE
I. OBJECTIVES
Lesson Plan in Science 8
Earthquakes and Faults: Active and Inactive Faults
Alsola, Princess Hope G.
Belingon, Johanna Kristel S.
Grade 8
Second Quarter
Module 2
At the end of this lesson the students are expected to:
a.
Describe the causes and effects of earthquake.
b.
Determine the impact of earthquake in the community.
c.
Demonstrate proper safety techniques during an earthquake.
A. Content
Standards
Demonstrate understanding of the relationship between faults and earthquakes.
B. Performance
Standards
Perform ways to ensure disaster preparedness during earthquake.
C. Learning
Competencies
Explain how movements along faults generate earthquakes.
II. SUBJECT
MATTER
A. Learning
Materials
B. References
C. Time allotment
III. PROCEDURES
A. PREPARATORY
ACTIVITIES
1.
DRILL
(3
minutes)
 Opening Prayer
Earthquakes and Faults: Active and Inactive Faults
Teacher
Students
• Paper/notebook
 PowerPoint slides
• Pen/Pencil
 YouTube lecture videos
 Laptop
 Projector
Dep-ED Science – Grade 8
Quarter 2 – Module 2: Earthquakes and Faults: Epicenter and Focus, Intensity and
Magnitude, Active and Inactive Faults
60 minutes
TEACHER’S ACTIVITY
STUDENTS
ACTIVITY
“Good morning, everyone! Let’s start our class with an “Good
opening prayer. Anybody who would like to lead?”
Ma’am”
morning,
The students will
stand up. Student 1
will lead the prayer,
and all of the students
will pray.

“Good morning class!”
Greetings
“Before you sit down, please arrange your chairs and
pick up some pieces of paper under your chair”

Checking
attendance
“Tell me who are the absents for today.”
of
“Before we proceed to our next topic, let me ask what
was our lesson yesterday?”
2. REVIEW
(2 minutes)
3.
MOTIVATION
(3
minutes)
“Good
morning,
Ma’am!
good
morning
classmates”
Learners will arrange
their chairs and picked
up some pieces of
papers.
The students will say
“Present” once their
name is called.
Learners have diverse
answers/responses.
“Let’s have an activity called 4 PICS 1 WORD. All you have The students will try
to do is to identify 1 common word in the four pictures given to guess the answers
on what the pictures
below.”
are all about.
Directions:
Identify the 4 given pictures that depict one situation. Guess
what the pictures say all about. Jumbled letters are provided. Answers:
NOTE: There are unnecessary letters included in the jumbled 1. EARTH
2. FAULT
words provided.
3. EARTHQUAKE
1.
2.
3.
B. DEVELOPMENTAL
ACTIVITIES
1. PRESENTATION
(2 minutes)
 Setting
of “Today, our topic is all about Earthquakes and Faults: Active
and Inactive Faults. At the end of this lesson, you are expected
Standards
to:
Describe the causes and effects of earthquake; Determine the
impact of earthquake in the community; Demonstrate proper
safety techniques during an earthquake.”
2. ACTIVITY
(3 minutes)
The students will take
down notes and listen
attentively to the
teacher.
“Please answer the pre-assessment in a ¼ sheet of paper.”
1. What refers to a vibration of the Earth due to the rapid 1. A
2. C
release of energy?
3. A
A. Earthquake
4. C
B. Fault
5. B
C. Friction
D. Stress
2. What is a crack or break in the lithosphere that can shift and
cause an earthquake?
A. Epicenter
B. Eruption
C. Fault
D. Focus
3. What do you call a fault where two blocks of crust pull apart
and create space?
A. Normal fault
B. Reverse fault
C. Strike-slip fault
D. Transform fault
4. 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.
5.Earthquakes happen along a fault line. Which of the
following is NOT true about fault?
A. It can be found on land.
B. It is where fault cyclone starts.
C. It can be found under the sea.
D. It is a break in the Earth’s crust.
6. ANALYSIS
(2 minutes)
“How did you feel the activity that you have just done?”
Students’ raise their
hands to answer.
“Why do you think I let you answer this activity?”
Students’
may vary.
7. ABSTRACTION
(10 minutes)
answers
“Have you recall the things that you have learned about
earthquake in your lesson in science before?”
Earthquake is one of the major natural disasters. Every year
it causes a huge loss of life and property all around the
world. Earthquakes are caused due to sudden tectonic
movements in the earth’s crust. When the tectonic plates slide
over one another, there is a cause of orogeny which results in
earthquakes and volcanoes. These disturbances cause
vibrations that spread in all directions. An earthquake can
occur anywhere on the earth but most of the time it occurs The students will take
down notes and listen
near the tectonic plates that have active faults.
attentively to the
An active fault is a fault that has slipped during the present teacher.
seismotectonic regime and is therefore likely to have renewed
displacement in the future. It is one that has moved in the past
and is expected to move again.
Students
should
participate
in
the
An inactive fault is a seismic structure that have not seen or
experienced any earthquake activity in the past millions of discussion.
years.
Different types of Faults:

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.
The following are the effects of the earthquake:
1. Ground shaking: Surface waves that are near the
epicenter are responsible for the earthquake. The
intensity of ground shaking depends on the duration,
local geology, and distance.
2. Damage to a man-made structure.
3. An outbreak of fire and spilling of hazardous
chemicals.
Suppose a house was built on a fault. As the ground shifts
little by little, parts of the house will be affected. The floor
will crack, doors will not close, and the roof may start to leak.
Obviously, it is important to know the location of active
faults. As far as possible, no important structures should be
built near or on them.
In addition to, people should be aware of the importance of
knowing where active faults are found purposely to have them
fully prepared if earthquakes will occur anytime. Suggested
ways could be:
1. Make earthquake preparedness plan to keep your family
safe;
2. Have an emergency kit ready to go;
3. Know the earthquake hazards in your area;
4. Follow structural design and engineering practices when
constructing a house;
5. Strap or bolt heavy furniture/cabinet to the wall; 6.
Familiarize the exit routes;
7. Participate actively in regular earthquake drills and
8. Keep updated on disaster prevention instructions from
battery-operated radios, TV or through mobile phones by the
designated government agencies such PHIVOLCS or local
DRRMS.”
In most situations, you can protect yourself if you
immediately:



DROP down onto your hands and knees before the
earthquake knocks you down. This position protects
you from falling but allows you to still move if
necessary.
COVER your head and neck (and your entire body
if possible) underneath a sturdy table or desk. If there
is no shelter nearby, get down near an interior wall or
next to low-lying furniture that won’t fall on you, and
cover your head and neck with your arms and hands.
HOLD ON to your shelter (or to your head and neck)
until the shaking stops. Be prepared to move with your
shelter if the shaking shifts it around.
DO NOT run outside or to other rooms during an earthquake.
You are less likely to be injured if you stay where you are.
8. APPLICATION
(15 minutes)
“Let me check whether you truly comprehend what we
discussed. I want you to form 3 groups and prepare a
maximum of 3-minute role playing activity. I want you to
portray the proper safety techniques during an earthquake
which we have already discussed. I am only giving you 5
minutes to rehearse and then we will start the presentation.
You will be graded using the rubrics”.
“Group 1, portray the earthquake safety tips. If you are inside
a car during an earthquake”
“Group 2, portray the earthquake safety tips if you are
outdoors.”
“Group 3, portray the earthquake safety tips if you are
indoors.”
Students’ will form 3
groups and practice
their
roleplaying
presentation in just 5
minutes.
A. C.
CONCLUDING
ACTIVITIES
1. Restatement
of “Now, let’s have a review and clarify some points from our
Students’
will
Roles/Concepts/ discussion.”
participate and raise
General Ideas
“What is an Earthquake?”
their hands to answer
(3 minutes)
Exactly!
the questions.
“What is the cause of an Earthquake?”
Very good!
“What are the effects of Earthquakes?”
That’s right!
“What is the relationship between Faults and Earthquakes?”
Okay!
“What is an active and inactive fault?”
Very good, class!
“How does earthquake and its potential hazards affect our
homes and community?”
You got it right!
“What to do during an Earthquake?”
Very good!
“What do you think you should not do during an Earthquake?
That’s right!
2. Application
(3 minutes)
“Let me check whether you truly comprehend what we
discussed. Please refers to the map that I have distributed.”
3. Valuing
(3 minutes)
“In a ½ sheet of paper, I want you to answer the following
questions briefly and concisely.”
1. What are the causes of earthquakes?
2.
IV.
EVALUATION
(10 minutes)
Students’ will answer
the activity.
What are the effects of an earthquake and its possible
threats on our property and community?
“Get a ½ lengthwise paper and number it from 1-10. You only
have to choose the letter of the best answer from the questions Answer key:
that I am going to read and write your chosen letter on your
sheet of paper.”
1. B
2. B
(After 10 minutes)
3. A
4. A
“Let’s check! Exchange papers.”
5. B
6. B
7. C
1.Which of the following best describes an earthquake?
8. A
9. A
A. A large storm with very high-speed winds
10. C
B. A violent shaking of the Earth that occurs when two
tectonic plates bump into each other
C. An opening in the Earth's crust where magma erupts to
the surface
D. A large cloud that generates rain, hail, and lightning
2.What is the main difference between an active and
inactive fault?
A. An active fault is an area which had not displayed
any seismic activity for more than 10,000 years,
while an inactive fault displayed seismic activities
over the period.
B. An inactive fault is an area which displayed seismic
activity for the past 10,000 years while active fault
had not displayed any seismic activity.
C. An inactive fault is an area which had not displayed
any seismic activity for more than 10,000 years,
while active fault displayed seismic activities over
the period
D. Both active and inactive faults had not displayed any
seismic activities for more than 10,000 years.
3.A fracture in the earth's crust is called a joint. It is
called a _____ when there is displacement of rocks on
either side of the fracture.
A. Fault
B. Earthquake
C. Block
D. Bone
4. Analyze the situation below. The following are the
distinctive features between active and inactive faults.
Which do you think describes an active and inactive
fault?
A
Shows seismic activity over 100,000 years
Most part of the upper lithosphere experiences shaking more
o
often.
B
Shows no seismic activity at longer years.
Youngers rocks are affected by the seismic activity.
A.
B.
C.
D.
A is active fault while B is inactive fault.
B is active fault while A is inactive fault.
A is both active and inactive fault.
B is both active and inactive fault.
5.What is the cause of an earthquake?
A. Earthquake is caused by the disturbances in the natural
stability of a slope accompany by heavy rains.
B. Earthquake is caused by the sudden movement along
faults within the Earth.
C. Earthquake is caused by sun that heats the surface of the
earth.
D. none of the above.
6. Earthquakes happen along a fault line. Which of the
following is NOT true about fault?
A. It can be found on land.
B. It is where fault cyclone starts.
C. It can be found under the sea.
D. It is a break in the Earth’s crust.
7. 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.
8. How will you describe the movement of the walls in a
strike-slip fault?
A. moving sideways
B. pulling the side apart
C. pushing the side together
D. pushing and pulling the sides
9. What do you call a fault where two blocks of crust pull
apart and create space?
A. Normal fault
B. Reverse fault
C. Strike-slip fault
D. Transform fault
10.What safety measures are done when there is an
earthquake?
A. Drop, Cover and Run
B. Drop, Cover and Post
C. Drop, Cover and Hold
D. Drop, Cover and Shout
V.
ASSIGNMENT
(2 minutes)
“For your assignment, come-up with a family preparedness Make
a
family
plan and emergency kit if ever an earthquake will occur. Fill preparedness plan for
out the information needed.”
earthquake at home
and submit it the next
day.