Republic of the Philippines

Tamalagon Tamalagon Integrated School

Junior Highschool
Tamalagon, Tangalan, Aklan

A Detailed Lesson Plan in Science 7

Name: Maria Angelica G. Tabas School: Tamalagon Integrated School

Mentor: Mrs. Gina Morales Grade Level: 7
Subject: Science 7 Date: February 17, 2024

Content Standard: The learners understand the rapid movement along normal, reverse, and strike-slip faults
that cause earthquakes.

Performance Standard: Demonstrate their understanding in explaining the dynamics of faults and earthquakes.

Most Essential Learning • Classify geological faults according to the angle of the fault plane and direction of
Competency: slip.
• Use illustrations to explain how movements along faults generate earthquakes
and identify and explain which types of faults are most likely to occur in the
Philippines and explain why;

Instructional Objectives: At the end of the lesson, students will be able to;
a. explain the concept of a fault and its types,
b. demonstrate fault movements creatively using a combination of hand gestures;
c. value the importance of fault awareness in community safety discussions.

Learning Approach to be Visual Learning, Active Learning, Lecture and Discussion, Collaborative Learning
Used:

Subject Matter
Topic: Fault
Reference:
• MHS Honors Environmental Science. (n.d.). Day 32: Earthquakes and Faults. Retrieved October 8, 2024, from
https://mhshonorsenvr.weebly.com/day-32.html
• Earth Unplugged. (2020, October 15). How do faults cause earthquakes? [Video]. YouTube.
https://youtu.be/HKLlB8n2eE8
Materials: Laptop, Tv, Visual Aids and Projector
Science Focus:
In this lesson, a scientific understanding of faults and their role in earthquakes will be developed. A fault is a fracture
in Earth’s crust where blocks of rock move due to tectonic forces. The three main types of faults—normal, reverse, and
strike-slip—differ based on the movement of rock layers. Normal faults occur due to tension, causing the hanging wall
to move downward. Reverse faults result from compression, pushing the hanging wall upward. Strike-slip faults are
caused by shear stress, where rock layers slide past each other horizontally. These fault movements will be demonstrated
using hand gestures to enhance understanding. Recognizing the importance of fault studies helps in disaster
preparedness by explaining how fault movements generate earthquakes and why certain fault types are more likely to
occur in the Philippines.

Preparatory Activities
1. Prayer
2. Checking of Attendance
3. Recapitulation:
a. Heat and Temperature
 b. Modes of Heat Transfer
4. Unlocking Difficulties
a. Fault – a fracture in the Earth’s crust where blocks of rock move past each other.
b. Active Fault – faults that have moved recently and are expected to move again, often causing
earthquakes.
c. Inactive Fault – are faults that have not moved for a long time, usually over hundreds of thousands of
years.

A. Developmental Activities:
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

I. ELICIT
Teaching Strategy: Picture Analysis, Questioning

Let’s try to look at this picture.

What have you observed?

I have observed that there are cracks in the ground,
ma’am.
What do you think caused these cracks to happen?
I think the cracks happen because of ground movement
or the ground shifting due to the earthquake causing the
road to break.
Okay, thank you! Lastly, do you know what those cracks in
the ground are called after an earthquake?
It is commonly called faults or fault lines, ma’am.
Alright, thank you for sharing your ideas. Later, we will
expand your knowledge throughout our discussions.

II. ENGAGE
Teaching Strategy: Reading, Goal setting

Now, based on the question that I asked you earlier, what

do you think is our topic for today, class?
Our topic is all about faults, ma’am.
Very good! Our topic is all about faults. Thus, in this
lesson, we aim to achieve the following objectives. Please
read everyone.
At the end of the lesson, the student will be able to:
• explain the concept of a fault and its types,
• demonstrate fault movements creatively using a
combination of hand gestures;
• value the importance of fault awareness in
community safety discussions.
Alright. Thank you, class!
III. EXPLORE
Teaching Strategy: Collaboration, Active Learning

At this moment, to get us energized, we will have an

activity entitled “It’s your FAULT: A Fault-y Setup”. To
start with, let’s have our mechanics. Please read,
everyone.
Mechanics:
• Divide students into two groups.
• Each group will receive materials for the
experiment.
Procedure:
1. Spread the sheet of paper on the table.
2. Arrange the two sheets of cardboard edge to
edge.
3. Pour flour along the boundary of the two
sheets.
4. With the ruler, flatten the top of the sand and
make two parallel lines.
5. Move the sheets slowly in the opposite
direction.
• Complete the tasks and answer the questions
based on your observations.
• Each group should select one representative to
share their observations with the class. Each
representative will have 1 minute to present.

Answer the following questions after the Experiment:

Group 1:
a. As you move the sheets, what is formed in the
sand?
b. What happens to the lines?
Group 2:
c. What does the line represent?
d. What is a fault?
Alright, are the mechanics clear, class?
Yes, ma’am.
Let’s get started and see what you found out!
(The students will do the activity.)
Are you done, class?
Yes, ma’am.

IV. EXPLAIN
Teaching Strategy: Inquiry- based learning

If you are done, kindly go back to your proper seats, and

let’s proceed to the class presentation. Let’s have first
Group 1.
Questions:
1. As you move the sheets, what is formed in the
sand?
• A crack, line, or break is formed in the
sand.
2. What happens to the lines?
 • The lines are shifted or displaced.
Excellent observation, Group 1. Now, let’s hear from
Group 2.
Question:
3. What does the line represent?
• The line represents fault.
4. What is a fault?
• A fault is a break in the Earth’s crust that
generates ground movement.
Great job, everyone! Your experiments effectively
demonstrated the appearance of a fault and provided clear
explanations of how faults form. I particularly liked how you
connected the theory to your observations.

V. ELABORATE
Teaching Strategy: Active Learning

Now, try to look at this picture carefully.

Maybe you're thinking the road was originally in one piece,

but the road is no longer continuous, there is a cut across
the road and now there are two sections. One section has
moved to the other.

Now, let’s compare the picture to what you did in the activity
earlier. Do you see anything in the image that looks like
what you saw in the activity?
Yes, ma’am.
Is there something similar? What do you notice?
In the picture, I can see a crack in the road that looks a
lot like what we saw in the activity. Just like the road
has two sections that have shifted, in our activity, the
ground moved apart to create a fault line. Both show
how the earth can break and shift, which is similar.
Very good! Based on the activity and the picture, you can
probably guess what a fault is.
A fault is a fracture in the Earth’s crust where blocks of rock
move past each other. These movements cause
earthquakes and shape the landscape.

Do you know what causes faults on Earth’s surface?

The cause of a fault is primarily due to stress in the
Earth’s crust.
Alright. It is called the tectonic stress. This stress is usually
the result of tectonic forces as the Earth’s plates move.

Do you understand, class?

Yes, ma’am.
Alright. Now that you understand what faults are. Let’s now
talk about the types of faults based on how rocks move.

There are three types of faults: the normal, reverse, and

strike-slip faults. Let’s discuss one by one.

First, is the normal fault. What do you observe in the image?

The image shows the footwall block moves up, while the
hanging wall block moves down.
Very good. A normal fault occurs when the crust is
stretched. This stretching causes one block of rock to move
down relative to the other due to tensional stress.

Are you still following, class?

Yes, ma’am.
Alright, let’s use our hands to represent this fault structure. (The students will do the hand gestures)
One hand moves downward while the other stays in place,
illustrating the hanging wall moving down relative to the
footwall due to tension.

Do you understand, class?

Yes, ma’am.
Alright. Next, is the reverse fault. What do you observe in
the image?

The footwall block moves down, while the hanging wall

block moves up.
That’s right. A reverse fault occurs when the crust is
compressed, pushing one block of rock upwards due to
compressional stress.
Again, let’s use our hands to represent this fault structure.
One hand moves upward while the other stays in place,
representing the hanging wall moving up relative to the
footwall.
Do you understand, class?
Yes, ma’am.
Very good. Lastly, the Strike-Slip Fault. What do you
observe in the image?

The image shows both blocks slide past each other

Very Good. The strike-slip fault is blocks of rock sliding past horizontally.
each other horizontally due to shear stress. Footwall and
hanging wall blocks do not experience significant vertical
displacement.

Again, let’s use our hands to represent this fault structure.

Both hands slide past each other horizontally, representing
lateral movement.
Do you understand, class?
Yes, ma’am.
Do you have any questions or clarification about the three
types of faults?
None, ma’am.
Alright. Now that you understand the types of faults, let’s
think about whether these faults are always active. Could
some faults stop moving? Let’s explore this idea by
discussing active and inactive faults.

Active fault—what comes to your mind when you hear

the word 'active'?
When I hear 'active fault,' I think of something that can
Very good. A fault is considered active if there is evidence move and cause earthquakes.
that it has moved one or more times in the last 10,000 years
and may move again in the future which will cause
earthquakes.

Do you have any idea which areas in the Philippines are

considered active?
In the Philippines, segments of the Philippine Fault Zone,
the Valley Fault System, and the Casiguran Fault are
considered active.
Very good. Let’s summarize the faults found in the
Philippines.

First, The Philippine Fault Zone it is a left-lateral strike-slip

fault, where the opposite side moves left when facing it.
Next, The Valley Fault System is a right-lateral strike-slip
fault, where the opposite side moves right when facing it.

Lastly, Casiguran Fault it is a reverse fault, where one side

is pushed upward due to compression.

What type of faults most likely to occur in the Philippines

based in my discussion?
Strike-slip faults, ma’am,
Very Good. The location of these fault systems is shown in
your textbook in Figure 10-3 on page 203.

I have a question for you, class. Why do you think active

faults are dangerous?
Active faults are dangerous because they can suddenly
cause earthquakes, leading to damage to buildings and
roads. Many people live near these faults, so the risk of
injury or loss of life is high.
Very good. Since earthquakes can happen without warning,
it's important to be aware of active faults.

Are you still following, class?

Yes, ma’am.
Alright. Now, let’s proceed to inactive faults. Do you have
any idea about inactive faults?
Inactive faults are faults that have not moved for a long
time, usually over hundreds of thousands of years.
Very well said. An inactive fault is a fracture that has not
experienced any geologic activity in the last 10,000 years.
However, some inactive faults may be reactive due to
tectonic stress changes, earthquake triggering, and human
activities.

In the Philippines, the Masbate Fault and the Eastern

Mindanao Fault are considered inactive.

I have a question for you, class. Why is it important to know

whether a fault is active or inactive?
Knowing if a fault is active or inactive is important
because active faults can cause earthquakes, which pose
risks to communities.
Very good. By identifying active faults, communities can
prepare better and take safety measures, like building
codes and emergency plans. In contrast, knowing about
inactive faults helps us understand the geological history of
an area and the overall seismic risk.

Do you now understand the active and inactive fault, class?

Yes, ma’am.
Anyone, who can differentiate the two?
Active faults have recent movement and can cause
earthquakes, while inactive faults have not moved for a
long time and are unlikely to cause earthquakes.
Alright. Always remember that active fault is riskier than
inactive fault.
Now, we’ve seen that faults can either be active or inactive.
Let’s discuss why fault awareness is vital for community
safety.

So, I have questions for you, class. Why is it important for

a community to be aware of faults in their area?
A community needs to be aware of faults because it helps
them prepare for earthquakes and make safer building
decisions.
That’s right. Furthermore, being aware of faults helps the
community come together to learn about safety, participate
in drills, and make emergency plans. It also allows residents
to ask for improvements in buildings and roads that can
help protect them during earthquakes. This shared
knowledge and teamwork make the community stronger
and better prepared for any potential dangers.

Do you understand, class? Yes, ma’am.

Any questions or clarifications?
None, ma’am.
Alright. Thank you, class!

• Practical Applications

To apply what you have learned, let’s have an activity

entitled ‘Shake, Rattle, Build Physical Models!’ In this
activity, you’ll work in groups to create physical models of
the assigned types of faults. You have 20 minutes to make
your model and answer the questions provided. To start
with, let’s have our materials and mechanics. Please read,
everyone.
Mechanics:
• Divide the class into three groups.
• Each group will be given materials.
• Each group will be assigned one type of fault:
(normal, reverse or strike-slip faults).
• Each group will answer the following questions:
a. What type of fault is it?
b. What force/stress causes it?
c. How does the fault move?
• Each group should select one representative to
share their observations with the class. Each
representative will have 1 minute to present.

Alright, are the mechanics clear, class?

Yes, ma’am.
Okay, now class go to your group and make your models. (The students will do the activity)

Good job, everyone! All of you made correct models, and it

seems like you already understand our topic. Give
yourselves a round of applause.

• Generalization/Abstraction
To wrap up our discussion, what is a fault?
A fault is a fracture in the Earth’s crust where blocks of
rock move past each other.
Very good. What caused the fault to occur?
Tectonic Stress.
That’s right. What are the three types of faults?
Normal, reverse, and strike-slip faults.
What is normal fault?
A normal fault occurs when the crust is stretched.
What about reverse fault?
A reverse fault occurs when the crust is compressed.
How about strike-slip fault?
The strike-slip fault is blocks of rock sliding past each
other horizontally due to shear stress.
Very good. Lastly, who can differentiate between active and
inactive faults?
Active faults are faults that have moved recently and are
expected to move again, often causing earthquakes while
inactive faults are faults that have not moved for a long
time, usually over hundreds of thousands of years.
Very good, class. Are there any questions or clarifications?
None, ma’am.
Thank you.

VI. EVALUATE
Teaching Strategy: Assessment-based Teaching

Now that you’ve understood our topic, let’s evaluate your

knowledge through a quiz. Class, please get ½ sheet of
paper lengthwise.

Part I: True or False

Direction: Write HAHA if your answer is true and a HUHU if
it is false.

1. A fault is a fracture in the Earth’s crust where blocks of • HAHA

rock move past each other.
2. The normal fault is blocks of rock sliding past each • HUHU
other horizontally.
3. The cause of a fault to occur is tectonic stress. • HAHA
4. Active faults are faults that have not moved for a long • HUHU
time, usually over hundreds of thousands of years.
5. Compressional stress occurs when the Earth's crust is • HAHA
being pushed together.
6. Strike-slip fault is most likely to occur in the Philippines. • HAHA
7. There are five types of faults. • HUHU

Part ll. Enumeration

8-10. Enumerate the three types of faults. • Normal, reverse, and strike-slip faults

VII. EXTEND
Teaching Strategy: Inquiry-based Learning

Before we dismiss, take note of your assignment.

Design a poster or a digital flyer that promotes awareness
of local faults and earthquake safety in a short coupon
bond. It can be manually drawn or printed.

Due date: Next meeting.

Alternative homework: (This will be given if the scores

during the evaluation is satisfactorily high.)

Directions: Please do research or have an advanced study

about the earthquakes.

REFERENCES:
• MHS Honors Environmental Science. (n.d.). Day 32: Earthquakes and Faults. Retrieved October 8, 2024,
from https://mhshonorsenvr.weebly.com/day-32.html
• Earth Unplugged. (2020, October 15). How do faults cause earthquakes? [Video]. YouTube.
https://youtu.be/HKLlB8n2eE8