Topic / Title Earthquakes and Faults: How Faults Form

Grade Level 8
Time Allotment 1 hr
Performance Standard
The learners shall be able to:

a) participate in decision making on where to build structures based on knowledge of the location of active faults
in the community

Learning Competency
The learners should be able to …

a) using models or illustrations, explain how movements along faults generate earthquakes; (S8ES-IIa14)

OBJECTIVE/S:

After performing this activity, you should be able to:

a) describe the appearance of a fault; and

b) explain relationship between earthquake and fault;

ELICIT (3 minutes) MATERIALS

TEACHER’S ACTIVITY LEARNERS’ ACTIVITY  Like/ Dislike
Fact na fact Icon Card
Students will identify which of the following Expected answers:
statements about earthquake is a Fact or false
by raising the thumbs up icon or thumbs down
icon.

1. The Philippines is located in the Pacific 1. Thumbs up icon

Ring of Fire
2. We can predict the occurrence of an 2. Thumbs up
earthquake.
3. Earthquake causes fault movement. 3. Thumbs down
4. Earthquake is one of the most exciting 4. Thumbs down
things that anyone can ever
experience.
5. We can stop earthquake from 5. Thumbs down
happening.
ENGAGE (7minutes)
a) What causes earthquake? Volcano eruptions 
It is caused by the movement of the earth’s
crust

EXPLORE (20 minutes)

The teacher will group the learners into 5, give The students will perform the Activity 1; “A  two sheets of
necessary instructions and laboratory rules, fault-y setup” (LM p.p. 116 -118) cardboard (or
and distributes worksheets and materials folder)
needed. Procedure:  fine sand
 ruler
1. Spread the newspaper on a table. Do the  newspaper (or
activity on the newspaper. plastic sheet )
2. Arrange the two sheets of cardboard edge as wide as a
to edge newspaper
3. Pour sand along the boundary of the two page
sheets

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 4. With the ruler, flatten the top of the sand
and make two parallel lines.

5. Now, move the sheets slowly past each

other.

Q1.there is a break on the sand.

Q2.the lines were displaced, broken or has

moved and not continuous anymore.
EXPLAIN (15 minutes)
The teacher asks one member of the group (Presentation of output per group)
who will present their output.

Processing based from students output When there is a movement in the earth’s crust,
it may form a break called fault.

Q1. As you move the sheets, what is formed in A crack, ‘line’ or break is formed in the sand.
the sand?

Q2. What happens to the lines? The lines are shifted or displaced.

ELABORATE/EXTEND (10 minutes)

Presentation of pictures and students will The pictures show that the road is cut and  fault images
identify the significant change after an shifted. These indicates a movement of the
earthquake ground which is a result of breaking of the
earth’s crust.

*A fault is a break in the earth’s crust, and

along the break, significant movement has
taken place. This causes earthquake.

Do you see anything unusual?

EVALUATION (7 minutes)
I. Explain briefly the following: 
1. What is a fault? Fault is the breaking of the earth’s crust
2. What is the relationship between Fault movement causes shaking of the ground
earthquake and fault? or earthquake.

G8A_3_1_ Earthquakes and Faults

Prepared by: DAYAG, RADIINSTEIN P. DIZA, RUSCHELL P. FAGARAGAN, JENNY C.
JACINTO, LEA O. MARTINEZ, ANGELICA B. OCAMPO, BABILYN B.
OLOG, REYNALDO D. ONDO, MARYBELL O. PASTORES, JUVELYN M.
SALADINO, JEMALYN R. SOTOZA, AUDEE JEY M.

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