DETAILED LESSON PLAN
School:
Teacher:
Domingo, Karl Joshua Z.
Estabillo, Shekinah C.
Fernandez, Mhark Angelo A.
Julian, Jaydee Catherine D.
Labang, Cielo Mary B.
Lacambra, Danica Joyce L.
Ladra, Carlo M.
Lappay, Lovely C.
Lloren, Angeline P.
Mangulab, Peter Louis M.
Time & Date:
I.
Grade Level
Learning Area
8
SCIENCE
Quarter
2ND QUARTER
OBJECTIVES
Content Standards
The learners demonstrate understanding of:
1. The relationship between faults and earthquake
B. Performance Standards
The learners should be able to:
1. Participate in decision-making on where to build structures based on the knowledge of the
location of active faults in the community.
C. Learning Competencies / The learners should be able to:
Objectives
1. Use models or illustrations, explaining how movements along faults generate earthquakes.
Write the LC code for
(S8ES-IIa-14)
each.
Objectives:
1. Define a fault and describe how it relates to earthquake generation
2. Construct a simple model or diagram to illustrate fault movement
3. Explain the process of how energy is released during fault movement
4. Value the importance of understanding faults in real- life situations
A.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from
Learning
Resources
(LR)
portal
B. Other
Learning
Resources
FAULTS AND EARTQUAKES
➢ PowerPoint presentation, Printed materials
➢ Qr.com
➢ Google slides and google drive.
IV. PROCEDURES
A. Reviewing
previous
lesson or presenting the
new lesson
Teacher’s Activity Daily Routine
Learner’s Activity
(Begin with Classroom Routine)
I.
Greetings
“Good morning class”
Good morning Ma’am/ Sir
II.
Prayer
Dear God…. Amen
“Before we proceed to our new topic. Let us all
take a moment of silence to pray. I would like to
ask the class president to lead the prayer”
III.
Securing Cleanliness
“Before you take your seats, kindly pick up the
litters you can see and throw it in the trash bin. (Students will pick scatter papers/
After that, arrange your chairs properly”
candy wrappers in the classroom)
Checking of Attendance
(The secretary of the class will check
“May I request the class secretary to check the the attendance for the day)
attendance.”
(Students will read the classroom
V.
Setting Standards (Classroom Rules)
rules)
“May I request everyone to read our classroom
rules for today”
IV.
A. Review
“So last meeting we’ve already discussed about Yes, Ma’am/ Sir!
the current- voltage-resistance relationship, electric
power, electric energy, and home circuitry, right?
Today before we start our new topic, I have prepared a
simple recap activity. To test if you still know the
previous topic and also to know if you’re ready for our
discussion for today.
I prepare some ice breaker for our last discussion.
Now without further ado, let’s begin. You just need to
scan the QR code for answering the different questions.
ACTIVITY 1: Watt’s Up with Electricity
Direction: Using your device, scan the QR code
displayed on the screen to access the activity.
(The students will scan the given QR
code and proceed in answering the
questions)
Well done everyone, since you are all done answering
and I observed that you really got them all correct. Now,
I want to ask you what have you all learned in our
previous discussion?
(The students will raise their hands)
Student 1: We learned that Circuit is
measure in ohms, the voltage is
measure in volts, and lastly current is
measure in amperes.
Student 2: Circuit, is a path in which
electrons flow. Resistance, measures
how the material reduces the flow of
current. Lastly, voltage, the difference
in electrical pressure.
B. Establishing a purpose
for the lesson
“Before we proceed to our discussion, let’s do a quick (Students will listen attentively and will
little activity first. It will give you an idea of what topic prepare for the activity.)
we will be discussing for today”
I have here an envelope, inside of it are jigsaw puzzle. (Students starts to assemble the
I will divide the class into 4 groups. Each group will try puzzle)
to connect all the piece to reveal the image.
“Now based on the activity that I gave to you What do Based on the activity we assembled an
you think is our lesson will be about?
images that are related to the fault and
earthquake.
C. Presenting
examples/instances
the new lesson
of
“Excellent! Our discussion for today will be focusing on (Students will
discussion)
the relationship between faults and earthquake”
(Present the picture in PowerPoint and flash in the
projector as example of the new lesson)
prepare
for
the
“I will show you images related to our topic for today, I’ll
let you observe about the two images? What do you (The students will start to think of the
think is the relationship between Earthquake and relationship between the two images)
Fault”?
The examples that I presented to you have something
to do with our lesson for today.
(The students will attentively listen to
the discussion)
D. Discussing new concepts
and practicing new skills
#1
“Our topic for today is all about the relationship between (The students listen attentively)
Earthquake and Fault.”
“Before we start to our discussion, I just want you to know
our leaning objectives for today’s lesson”
“Kindly read the following objectives Student A”
At the end of the lesson, we should:
1. Define a fault and describe how it relates to
earthquake generation
2. Construct a simple model or diagram to
illustrate fault movement
3. Explain the process of how energy is released
during fault movement
4. Value the importance of understanding faults in
real- life situations
“Now let’s start with our discussion”
(Shows the PowerPoint presentation)
Earthquake is one of the most frightening things that
anyone can ever experience. It is the shaking and
trembling caused by the sudden release of energy.
There are two types of an earthquake
1. Tectonic earthquake – caused by the
movement of crust’s plates
2. Volcanic earthquake – caused by a volcanic
activity.
Strong earthquakes have caused countless death all
over the world and no one can predict or stop it from
happening. Scientists have been working hard to find a
way to predict when an earthquake occurs.
Here are some Terms to Remember:
• Seismology – the study of an earthquake
• Seismologist – the Scientist who study
earthquake
• PHILVOCS – National agency concerned in
monitoring the earthquakes and faults
movements.
(Philippine Institute of Volcanology and Seismology)
Earthquakes are associated with faults. When fault
suddenly move, an earthquakes occur.
Fault is a break or fracture in the Earth’s crust, and along
the break, significant movement has taken place.
“So how do faults generate quakes?”
Possible answer: Earthquakes
happen when the ground suddenly
moves along cracks called faults.
This happens because the earth’s
plates push against each other until
they break or slip, causing the
ground to shake.
“Correct” remember that energy from the earth’s interior
makes the ground move. Friction hold he rocks together
but once the friction is overcome there will be a
movement from the ground and then suddenly the
earthquake will occur.
E. Discussing new concepts
and practicing new skills
#2
Now that we understand what faults are and how (Students will listen)
earthquakes happen, let’s go deeper into the types of
faults.
“I will show you a diagram. Kindly observe and take note
of the direction of movement.” (Show diagrams of normal
fault, reverse fault, and strike-slip fault.)
Possible Responses:
Normal Fault: “Ma’am/Sir, the block
on the left side moved down.”
“It looks like the crust is stretching.”
Reverse Fault: “Ma’am/Sir, this time
the block moved upward.” “It looks
like the crust is being compressed or
squeezed.”
Strike-Slip Fault: “Ma’am/Sir, the two
sides are sliding past each other.”
“There’s no up or down motion, just
horizontal.” “It looks like one block is
going left and the other is going
right.”
“Very good ideas, class! So, these things you said about
sudden movement and energy release are spot-on. Let’s
discuss how friction holds the rocks together until it's
overcome, which causes the ground to shake during an
earthquake.”
(Discuss the three types of faults)
(Show the PowerPoint Presentation)
THE TYPES OF FAULTS
In the previous discussion, we talked about earthquakes
and what causes them. One of the key concepts we
mentioned is something called a fault, which is very
important in understanding how and why the ground
shakes. A fault is a crack or break in the Earth’s crust
where blocks of rock have moved past each other. This
movement can happen slowly over time or suddenly,
which is when an earthquake occurs. Faults are caused
by the forces inside the Earth, such as tension (pulling),
compression (pushing), or shearing (sliding), which
stress the rocks until they eventually break and move.
Now, let’s move into the types of faults. Not all faults
move the same way. The direction and type of movement
depend on the kind of stress or force acting on the rock
layers. There are three main types of faults that we need
to understand:
1. Normal Fault
A normal fault happens when the Earth's crust is being
pulled apart by tension forces. These forces stretch the
crust, causing it to break and move. In a normal fault, the
block of rock that is above the fault line, called the
hanging wall, moves downward compared to the block
below the fault, called the footwall.
Where can we find this? Normal faults
Where can we find this?
Normal faults usually occur in areas where the Earth's
crust is stretching, like rift valleys or mid-ocean ridges.
In short:
Caused by: Tension (pulling apart)
Movement: Hanging wall moves down
Example locations: Rift zones, stretched crust areas
So, remember, when the crust is stretched and breaks,
and one side drops down — that’s a normal fault.
2. Reverse Fault
Now let’s talk about the second type of fault — the
Reverse Fault. A reverse fault happens when the Earth’s
crust is being pushed together by compression forces.
These forces squeeze the crust until it breaks and
causes movement. In a reverse fault, the block of rock
above the fault line — called the hanging wall — moves
upward compared to the block below the fault, called the
footwall.
Where can we find this?
Reverse faults often occur in mountainous areas,
especially where two tectonic plates collide, like in the
Himalayas.
In short:
Caused by: Compression (pushing together)
(Students listen to the discussion)
Movement: Hanging wall moves up
Example locations: Convergent plate boundaries,
mountain ranges
So, when the Earth's crust is squeezed, and the upper
block moves up — that’s a reverse fault.
3. Strike-Slip Fault
Lastly, let’s talk about the third type of fault — the StrikeSlip Fault. A strike-slip fault happens when rocks on
either side of the fault move horizontally, or side by side,
due to shearing forces. These forces push the rocks in
opposite directions along the surface. Unlike normal and
reverse faults, there is little to no up-and-down
movement in a strike-slip fault. Instead, the movement is
sideways.
The most famous strike-slip fault is the San Andreas
Fault in California, where the Pacific Plate and North
American Plate slide past each other.
In short:
Caused by: Shearing (side-to-side force) Movement:
Horizontal or sideways motion
Example locations: Transform plate boundaries, like the
San Andreas Fault
So, remember, when two blocks of Earth slide past each
other sideways without much vertical movement — that’s
a
strike-slip
fault.
F. Developing
mastery
(Leads to Formative
Assessment 3)
A fault is a break in the Earth’s crust along which
significant movement occurs. Whenever a fault moves,
an earthquake happens. Energy from inside the Earth
exert a force on the rocks along faults. But the rocks do
not move right away because of friction. The roughness
of the rocks keeps them from slipping past each other.
When the limit is reached, the rocks suddenly slip, and
an earthquake occurs
POSSIBLE ANSWERS:
A fault is a break in the earth’s crust
along which significant movement
occurs.
•
What is a fault?
•
What happens when the friction between When the friction between rocks
rocks reaches its limit?
reaches its limit, the rocks suddenly
slip and an earthquake occurs.
•
How does a fault generate earthquakes?
When a fault moves, the rocks below
the ground also moves. Friction
prevents it from moving right away
but whenfriction is overcome, the
rocks suddenly slips and an
earthquake occurs
“Very Good, class, you clearly understand our lesson for
today”
G. Finding
practical
applications of concepts
and skills in daily living
“Now that we have learned about the three types
of faults—normal, reverse, and strike-slip—let’s
explore how this knowledge applies to real life.”
“Class, why do you think it is important for us to Student A: “Ma’am/Sir, so we’ll know where
not to build houses or schools.”
understand faults and where they are located?”
Student B: “It helps us prepare for
earthquakes, especially if we live near a
fault line.”
Student C: “So we can make stronger
buildings that won’t collapse easily.”
“Very good answers! Faults are not just ideas we
study in science class. They are real cracks in the
Earth’s crust, and some of them run under our
communities.” “This is why agencies like
PHIVOLCS create hazard maps—to show us
where active faults are located. These maps help
engineers, architects, and local governments
make safer decisions.”
“Here are some practical applications of our
lesson:”
1. Urban Planning – Engineers avoid
building important structures like
hospitals, schools, and bridges directly
above faults. Because building directly
on or near a fault line is very risky. If the
fault moves, it can destroy anything built
on top of it. That’s why critical buildings
like hospitals, schools, and fire stations
should be placed away from fault zones.
2. Building Design – In earthquake-prone
areas, buildings must follow stricter
construction codes to withstand ground
shaking. Buildings must follow special
engineering standards called building
codes. These
include
Flexible
foundations, Reinforced concrete, and
Shock absorbers. So, the structure can
withstand the shaking and prevent
collapse, especially during strong
quakes.
3. Disaster Preparedness – Knowing if
your area is near an active fault helps
you prepare an emergency plan.
Knowing whether you live near a fault
line helps you and your community
prepare for potential earthquakes. This
includes Creating family emergency
plans, participating in earthquake drills,
and Keeping emergency kits or "Go
Bags" Because earthquakes cannot be
predicted, but we can prepare to
minimize injuries and save lives.
4. Community Awareness – People who
live near faults are educated on
earthquake drills and how to stay safe
during a quake. Communities that are
aware of faults and earthquake risks are
better at responding quickly and staying
calm during disasters. This includes
Knowing evacuation routes, identifying
safe spots in homes or schools,
Educating others on earthquake safety.
Because knowledge saves lives. If
people know what to do, there will be
less panic and more safety during
emergencies.
“Always remember knowledge plus preparation
equals safety. Let’s be informed and ready at all
times.”
(Students listen for their generalization
activity)
H. Making generalizations
and abstractions about
the lesson
"Now, that we tackled and explored different ideas
about what is an earthquake, different types and
also it's effect on us, base on it's intensity and
magnitude. Let's take a moment to reflect and
summarize about what we just learned."
"Okay now, let's summarize what you've learned by
simply raising your hands when answering each of
my
questions."
1. What is an earthquake?
Possible answer:
Earthquake is the shaking and
trembling, caused by the sudden
release of energy.
2. What are the 2 types of an earthquake?
Possible answer:
There are 2 types of earthquake which
are, Tectonic Earthquake and Volcanic
Earthquake.
3. Describe what is a fault.
Possible answer:
A fault is a crack or break in the Earth’s
crust where blocks of rock have moved
past each other
“Good job, everyone! Since you mastered our topic
for today, let’s see how much you’ve understood.”
I. Evaluating learning
"So, I have here some copies for your short quiz
to assess your understanding regarding of our
lesson."
" I will give it to you one by one and write your
answers directly here"
(The teacher will distribute the questions sheet)
TEST I. MULTIPLE CHOICE (10 POINTS)
Direction: Read carefully the questions and
encircle the correct answer. Do this individually.
1. It is the shaking and trembling caused by the
release of energy.
a. Faultline
b. Earthquake
c. Strike-Slip Fault
d. Reverse Fault
2. What causes a volcanic earthquake?
a. the movement of the faults
b. by a volcanic activity
c. movement of the crust
d. none of the above
3. A scientist that studies earthquake is?
a. Geologist
b. Alchemist
c. Phyisicist
d. Seismologist
4. What type of fault is when the Earth's crust is
being pulled apart by tension forces.
a. Strike Slip Fault.
b. Normal Fault
c. Reverse Fault
d. Transverse Fault
5. What agency in the Philippines that focuses
earthquake?
a. PAG ASA
b. DENR
c. PHIVOLCS
d. DOST
6. Which type of fault possesses compression or
pushing together?
a. Reverse
b. Strike Slip
c. Lateral
d. Normal
7. San Andreas fault is what type of fault?
a. Normal Fault
b. Strike Slip Fault
c. Reverse Fault
d. Inverse Fault
8. Which of the following applications are
(Students will prepare for their quiz)
focused on building infrastructures such as
schools, hospitals and bridges.
a. Urban Planning
b. Building Design
c. Disaster Preparedness
d. None of the above
9. A practical application that focuses on the
safety and precautionary measures of people in
a certain area.
a. Disaster Preparedness
b. Community Awareness
c. Urban Planning
d. Building Design
10. Which of the following practical application
does not belong to the group?
a. Building Design
b. Architectural Planning
c. Urban Planning
d. Community Awareness
TEST II: TRUE OR FALSE (5 Points).
Direction: Write True if the statement is correct
and False if otherwise.
1. Earthquake is a natural phenomena in which if
involves the shaking and trembling due to the
release of an energy.
2.Tectonic Earthquake is usually caused by
volcanic activity.
3.Seismology is the branch of science where
earthquake studies.
4.PAG ASA is a Philippine agency that focuses
and monitors earthquakes.
5.Earthquake is an example of devasdating
calamity.
J. Additional activities for
application
or
remediation
“Before we end today’s meeting, I have an
additional activity to help you apply what you’ve
learned today.”
(Show the instruction in class via PowerPoint
slide)
HOMEWORK: Earthquake Fault Animation
Project
Tool: Canva / PowerPoint / Google Slides
Title: “Animating Fault Movements”
DIRECTIONS:
1. Open Canva, PowerPoint, or Google
Slides.
2. Create an animation or a series of
slides showing:
a. Normal fault movement
b. Reverse fault movement
c. Strike-slip fault movement
3. Label the parts of each fault: hanging
wall, footwall, direction of movement.
4. On each slide, include a short
explanation of how this movement
causes earthquakes.
5. Add transitions or animations to
demonstrate the movement visually.
6. Submit your presentation via Google
Classroom or email.
Before we wrap up, let’s do a quick check.
Does everyone understand the instructions? None Ma’am
Do you have any questions before I dismiss
you, class?
If none, good bye class!
I. REMARKS
II. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require
additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Good bye and thank you Ma’am.