Republic of the Philippines

Department of Education
National Capital Region
SCHOOLS DIVISION OFFICE – MALABON CITY
POTRERO NATIONAL HIGH SCHOOL
#4 Dunwoody St., University Hills, Barangay Potrero, Malabon City

Teacher: Ma. Christina D. Garcia Grade Level: Guijo, Talisay, Ipil ipil, Anahaw, Kamagong
Learning Areas: Science 8 Quarter/Lesson: 2nd Quarter
Date: Aug. 22, 2018

I. OBJECTIVES
A. CONTENT STANDARDS
The learners demonstrate an understanding the relationship between faults and earthquakes.
B. PERFORMANCE STANDARDS
The learners shall be able to participate in decision making on where to build structures based on knowledge of
the location of active faults in the community.
C. LEARNING COMPETENCIES
Using models or illustrations, explain how movements along faults generate earthquakes.S8ES-IIa14
 explain how faults generate earthquakes;
 explain the effect of bending of rocks along faults, and
 show concern for others through earthquake awareness campaign and by designing an emergency disaster
preparedness plan.

II. SUBJECT MATTER

A. TOPIC: FAULTS AND EARTHQUAKE
B. Materials:
 Visual Aids /ICT
 Materials used during the activity proper
C. Reference:
 Science Grade 8 Learning Module
Pages 115-136
 https://www.youtube.com/watch?v=qpJvk982gY0
III. TEACHING STRATEGIES
A. Routinary Activities
Prayer
Cleanliness
Checking of Attendance
Greetings

B. Review (Elicit)
o Activity #1: Match up!
Directions: Name the types of fault shown in the illustration, then match the examples of fault with each type and
describe.

San Andreas Fault in California

Longmen Shan Fault in China

Humboldt Fault in Kansas, USA

C. Motivation (Engage)
o Activity #2: Picture Analysis

GUIDED QUESTIONS:
1. What do you observe?
2. Is there a fault near your residence or in your
province? What fault is it?

o Activity #3: Video presentation

https://www.youtube.com/watch?v=qpJvk982gY0
GUIDED QUESTIONS:
1. What is the video all about?
2. What message is communicated by the video?
3. What are the possible effects of this earthquake?
4. Which places in Metro Manila would be greatly affected if this earthquake occurs? Why?
D. Lesson Proper ( Explore)
• Students will perform the activity assigned to them
o Activity #4: Stick ‘n’ slip(for group 1 and 2)
Materials:
two small boxes, masking tape, rubber band, paper clip
Procedure:
1. Attach the rubber band to the paper clip. Then attach the paper clip to one end of the box.
2. Place the boxes side by side. Put a toy house on the box with the rubber band, then tie lightly the two boxes
together. Do not stick the tape too much.

3. With your left hand, hold the box without the rubber band in place. With your other hand, slowly pull the
rubber band.

GUIDED QUESTIONS:
1. What happens to the rubber band?
2. When you keep on pulling the rubber band, what happens to the box attached to the rubber band?
3. What happens to the “house”?
4. Which is the fault in this setup? What type of fault is it?
5. What phenomenon is simulated by this activity?
o Activity #5: Stick ‘n’ shake(for group 3 and 4)
Materials:
Two plastic, rulers, small pieces of clay
Procedure:
1. Using the clay, attach the rulers’ ends together.
2. Hold the rulers as shown in the picture below. Then slowly move your hands in the direction of the arrows.
(Safety Measure: Hold the rulers away from your face.)
 GUIDED QUESTIONS:
1. What happens to the rulers?
2. What is stored in the rulers as you move them in opposite directions?
3. What happens when bending becomes too much?
4. Suppose the crust could behave like the rulers, how will you explain the occurrence of the earthquake?
E. Group Presentation (Explain )
 The students (one representative per group) will present their output.
F. Application (Elaborate)
Do you think earthquake occurrences can be predicted?
One of the feasible earthquake precursors is radon emission. Radon is an odorless, tasteless and invisible
radioactive gas that occurs naturally in rocks and in the soil.
Radon is a naturally occurring radioactive gas and comes from the natural breakdown of uranium. It has a
half -life of 3.8 days. It is usually found in igneous rock and soil and also in water.
The release of radon gas from the earth’s crust is a sign that cracks were created due to vibrations beneath
the ground. Radon gas which is trapped within the ground, is released through small fractures resulting
from many changes taking place in the Earth’s crust in that region prior to the major physical shock of an
earthquake.
Researchers from the Philippine Nuclear Research Institute (PNRI) and other countries such as China,
India, and Japan use radon detectors stationed along the Valley fault system to monitor the occurrence of
anomalous radon concentrations relative to seismic activities.
G. Generalization (Elaborate)
A fault is a break in the Earth’s crust, and along the break, significant movement has taken place.
Energy from inside the Earth makes the ground move. You simulate this by pulling on the rubber band.
There is no movement right away because of friction.
H. Evaluation (Evaluate)
 Problem-Based Scenario (The students will be given a week to prepare for this)
Goal
You need to demonstrate your understanding of faults and earthquakes through the campaign in earthquake disaster
preparedness.
Role
You are volunteers from the National Disaster Risk Reduction and Management Council. Your team is composed of
the following:
Geologist
Nuclear scientist
Architect
Engineer
Writer
Red Cross Volunteer
Note: Students can also choose other roles in the society
Audience
High School students and teachers
Situation
The Philippines lies in the Pacific Ring of Fire where most of the earthquake epicenters are found. Active faults are
found across the country and earthquake occurrences in different provinces are alarming. The Big One is predicted to
occur and Metro Manila will be greatly affected. As a volunteer, you are deployed to different schools to make students
aware on how to prepare themselves and mitigate disaster.
 A brochure on how to manage earthquake risks. The brochure should present suggestions on what to do before,
during and after an earthquake. It should be trifold and of 8.5” x 11” size and include all references used.
 A 5-minute speech on how earthquakes can affect the people and environment. The speech should encourage the
audience to prepare to prevent further risk and damages due to earthquake.

IV. ASSIGNMENT (Extend)

 The students will be given 2 weeks to prepare an emergency kit for the whole family that they can use
during and after a disaster.
 They will present their emergency kit to the class and explain the importance of each item included in
their kit.

Prepared by: Noted By:

MA. CHRISTINA D. GARCIA ROWENA A. DIANZON

Science Teacher, Grade 8 Department Head, Science