School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level 8

Teacher MRS. MARIA ROSARIO N. PONGASI Learning Area Earth and Space

Teaching Dates AUG.28-31,2018 Quarter 2nd QUARTER

DAY 2 DAY 3 DAY 4 DAY 5

DAY 1

Day _______________________
Section/s _______________________ _________________________ _______
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I. OBJECTIVES
The learners demonstrate an understanding of the relationship between faults and earthquakes.
A. Content Standards
The learners shall be able to:
B. Performance
1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community;
Standards 2. make an emergency plan and prepare an emergency kit for use at home and in school;

The learners should be able to...

1. Using models or illustrations, explain how movements along faults generate earthquakes S8ES-IIa14
2.2. Distinguish between magnitude and intensity. S8ES- 2.5. Differentiate active and inactive faults. S8ES- 2.5. Differentiate active and inactive faults.
C. Learning 1.6. Describe the effects of bending of rocks along faults.
IIa15.2.2 IIa15.2.5 S8ES-IIa15.2.5
Competencies/ 2.3. Identify the effects of earthquake to humans and 2.6. Using a map, locate active and inactive faults in 2.6. Using a map, locate active and inactive
S8ES-IIa14 .1.6
properties. S8ES-IIa15.2.3 the Philippines. S8ES-IIa15.2.6 faults in the Philippines. S8ES-IIa15.2.6
Objectives 1.7. Simulate how movements along faults generate
2.4. Discuss the scale adapted in the Philippines to describe 2.6.1 Use the PHIVOLCS app to determine whether 2.6.1 Use the PHIVOLCS app to determine
Write the LC code for earthquakes using models. S8ES-IIa14 .1.7
the intensity and magnitude of an earthquake. S8ES- there are nearby faults in their area and share their whether there are nearby faults in their area and
2.1 Differentiate epicenter of an earthquake from its focus.
each S8ES-IIa15.2.1
IIa15.2.4 findings in the class through presentation. share their findings in the class through
presentation.

1. Earthquakes and Faults 1. Earthquakes and Faults 1. Earthquakes and Faults 1. Earthquakes and Faults
1.5 Earthquake intensity and magnitude 1.6 Earthquake 1.1 Active and inactive faults 1.1 Active and inactive faults
II. CONTENT 1.4 Earthquake focus and epicenter 

preparedness

III. LEARNING RESOURCES

A. References
Science Teachers Guide pp Science Teachers Guide pp Science Teachers Guide pp
1. Teacher’s Guide pages
Science Learners module pp 123-127 Science Learners’ Module pp. 127-130 Science Learners’ Module pp. 131-132
2. Learner’s Materials
pages
3. Textbook pages .
 4. Additional Materials from
Learning Resource
(LR) portal
B. Other Learning http://www.phivolcs.dost.gov.ph/
Resources https://www.youtube.com/watch?v=LCJtvtUlhPk

IV. PROCEDURES
Recall the difference between Fracture, Faulting and Folding Differentiate Focus from Epicenter
Fault zone, Fault Plane
A. Reviewing previous Foot Wall and Hanging Wall
lesson or presenting Syncline and Anticline
the new lesson-ELICIT
ASK:
How do faults generate earthquake?
SHOW the diagram to be analyzed then ask the ff. Video presentation showing an earthquake
questions: (2013 EARTHQUAKE VIDEO BOHOL CEBU 7.2 Magnitude
Which diagram/picture shows the kind of motion that occurs compilation footage Philippines)
on them? https://www.youtube.com/watch?v=LCJtvtUlhPk
1. Strike-Slip - Horizontal Motion (Wrench Faults) How did feel after watching a video?
2. Dip-Slip - Vertical Motion Normal (Extension) How Strong is the Earthquake?
3. Reverse or Thrust (Compression) How can we tell the strength of an earthquake?
4. Left and Right Lateral How do we measure Earthquake?
B. Establishing a purpose
for the lesson-
ENGGAGE

Present them the Phil map showing active and

inactive Faults

Have students watch a short video how to measure an 1.

earthquake https://www.youtube.com/watch?v=yA43jfOslV8
Show them a picture of seismograph and seismogram

C. Presenting
examples/instances of
the new lesson-
ENGAGE
 Ask them the difference between a seismograph and a
seismogram.
What are other ways to determine the strength of an
earthquake?

Activity 4. Where does an earthquake start? Activity 5. What is the difference between Magnitude and First Monthly Test ACTIVITY
Procedure: Intensity? Administer Monthly Test Study the map and find out where you live.
1. Photocopy the Fault Model (Figure 12; you can also trace Checking Trace the different active fault in the Philippine;
it on paper). Then cut along the outlines of the two drawings. Taking the Frequency of Correct Response Group 1: Central Philippine Fault
2. Fold along the lines and paste where indicated. In the Getting the mead, mastery level Group 2: Marikina Valley Fault
end, you should have a model consisting of two parts that fit Group 3: Western Philippine Fault
together (Figure 13). Group 4: Eastern Philippine Fault and
3. The upper surface of the model represents the surface of Southern of Mindanao Fault
the Earth. The trace of the fault on the surface of the Earth is Answer the following questions:
called the fault line. Be ready to point out the fault line when 1. Is there an active fault passing by
your teacher calls on you. your town, province, or region?
4. Pull the two pieces apart (Figure 14). The flat surface 2. Are you and your family prepared
between the two pieces is called the fault plane. This is for the occurrence of an
where fault slip or fault movement happens. Point out the earthquake?
fault plane when your teacher asks you.
5. The place where the fault begins to slip is called the
focus. It is where the first movement occurs. Thus, the focus
D. Discussing new is the origin of the earthquake. Be ready to explain it to your
concepts and practicing teacher.
6. Put the two pieces of the model together. The focus is
new skills #1- now hidden “underground.” Now, imagine a vertical line from
EXPLORE the focus to the upper surface of the model. Mark the place
Ask: Which scale measures Magnitude? which measure
where you expect the line to come out.
intensity?
The spot directly above the focus on the surface of the Earth
How does magnitude different from intensity?
is called the epicenter. Show the “epicenter” of your model
.
to your teacher.
Q9. Use your model to show different types of movement
along a fault. How would the surroundings be affected?
 Group Demonstration Show them how Richters, Mercalli and the Philvocs scales Enumerate ways in which we can determine
1. Each group will have a representative that will measures intensity and magnitude if a fault is active or not.
demonstrate the different fault movements (e.g.
horizontal and vertical movement.)
 By checking the country’s
historical records. Historians
always write about destructive
events such as earthquakes.
 By studying the vibrations, past
and present, which come from
faults. Still another way is by
observing the surroundings. For
example, a fault may cross a road
and because of that, the road is
displaced.

If internet connectivity is available have

students use the PHILVOLCS App called
Fault Finder to Locate the nearest Active
Fault in their Area.

E. Discussing new
concepts and practicing
new skills #2-
EXPLORE
 1. How does Richters, Mercalli and Philvocs Measures !. What is an active Fault and how does it differ
Earthquake Intensity and Magnitude? in inactive fault?
2. How does Intensity different from Magnitude? 2. Would it be possible for an inactive fault to
F. Developing mastery become active again? How?
(leads to Formative
Assessment 3)-
EXPLAIN 1.

Show the diagram then give emphasis on the difference

between Focus and Epicenter
G. Finding practical 1. How does knowing and understanding the focus and the 1. Why is it important that every school performs an Based on knowledge of the location of active
epicenter of an earthquake will help us? Earthquake drill? faults in the community, making decisions on
applications of
where to build structures will be easier for us
concepts and skills in and make an emergency plan and prepares an
daily living- emergency kit for use at home and in school.
ELABORATE
 Briefly discuss the following: and have students watch a Intensity: The severity of earthquake shaking is assessed Active faults are structure along which we
short video on how the epicenter can be located using using a descriptive scale – the Modified Mercalli Intensity expect displacement to occur. By definition,
triangulation method Scale. since a shallow earthquake is a process that
Magnitude: Earthquake size is a quantitative measure of produces displacement across a fault, all
Earthquake-A sudden ground motion or the size of the earthquake at its source. The Richter shallow earthquakes occur on active
vibration produced by a rapid release of Magnitude Scalemeasures the amount of seismic energy faults. Inactive faults are structures that we
stored-up energy. released by an earthquake. can identify, but which do no have earthquakes.
Epicenter-The point on the Earth's surface The Philippine Institute of Volcanology and Seismology
located directly above the focus of an (PHIVOLCS) uses PEIS to describe the intensity of
earthquake. earthquakes in the Philippines.
H. Making generalizations Focus-The location where the earthquake
and abstractions about begins. The ground ruptures at this spot,
the lesson- then seismic waves radiate outward in all
ELABORATE directions.

1. How are you going to find out if a

Multiple Choice. Choose the letter of the best answer. Multiple Choice. Choose the letter of the best answer.
fault is active or not?
1. Based on the illustration, which is the origin of an 1. It is an instrument used to measure the amount of energy
2. What are you going to do if you
earthquake? released by an earthquake
found out that your house was built
a. seismograph b. seismograph c. microscope
along a fault line?
d. stenograph

2. Juan was sitting peacefully in front of the television when

he suddenly felt an earthquake which vibration is like one
passing of a heavy truck, what Intensity did Juan felt?
a.I b. VII c. IV d. V
3. PHILVOLCS stands for __________?
 a. Philippine
Institute of Volcanology and Seismology
A. Fault line C. Focus b. Philippine Institute of Volcanology and Seisnology

B. Fault plane D. Epicenter
2.It is the place where fault movement occurs. c. Philippine Institute of Volcanology and Sismology

I. Evaluating learning- A. Fault line C. Focus d. Philippine Institution of Volcanology and Seismology
EVALUATE B. Fault plane D. Epicenter 4. What intensity is capable of destroying all man-made
3.It is the spot directly above the focus on the surface of the structures?
earth. a.I b.IX c. X d. VIII
A. Fault line C. Focus 5. Which of the following differentiates intensity from
B. Fault plane D. Epicenter magnitude? Magnitude is ____.
 a. a measure of how

4. A vibration due to the rapid release of energy is known strong an earthquake is.
 b. an instrument that measures
as _________. earthquake.
a. earthquake b. typhoon c. tidal wave d. focus c. expressed using roman numerals. d. all of the above

5.Knowing and understanding the focus and the epicenter of

an earthquake will help us __________.
A. explain how a fault forms
B. locate where an earthquake starts
C. explain the movement along faults
D. determine how faults generate earthquakes
 Research about the PHIVOLCS Earthquake Intensity Scale 1. What is Tsunami and the reasons why tsunami
and Richter’s Magnitude Scale and Mercalli Scale occurs.
References: 2. Bring the following materials per group:
Science Learners’ Module pp. 127-130 - flat basin or laundry tub (batya)
J. Additional activities for - water
- rectangular piece of plastic panel or
application or plywood
remediation-EXTEND - rock

Reference:
Science Learners’ Module pp. 133-135

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTION help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Sections M F T
Sections M F T Sections M F T Sections M F T
A. No. of learners who
earned 80% in the PEARL
PEARL PEARL PEARL
evaluation
AMETHYST
AMETHYST AMETHYST AMETHYST
QUARTZ
QUARTZ QUARTZ QUARTZ

B. No. of learners who Sections M F T Sections M F T Sections M F T Sections M F T

require additional
activities for PEARL PEARL PEARL PEARL
remediation
AMETHYST AMETHYST AMETHYST AMETHYST

QUARTZ QUARTZ QUARTZ QUARTZ

C. Did the remedial

lessons 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?