7 E's Lesson Plan On FAULT

DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Second Quarter ________ 1
I. OBJECTIVES
The relationship between faults and earthquakes

A. Content Standard
1. participate in decision making on where to build structures based on knowledge of

B. Performance Standards the location of active faults in the community
2. make an emergency plan and prepare an emergency kit for use at home and in school
using models or illustrations, explain how movements along faults generate earthquakes
(S8ES-IIa-14 )
C. Learning At the end of the session, the students are expected to:
Competencies/ a. explain what is a fault and how it is formed;
Objectives b. make a model of the formation of fault; and
(Write the LC code) c. show the precautionary measures when you are living in areas near faults through a
role playing.
II. CONTENT Faults

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
115-127
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT(5mins)
(new topic)
A. Reviewing previous The students will be asked to reveal the hidden terms through crashing the aliens. The
lesson or presenting the aliens are letter x, y and z. The terms that will be revealed will be the terms that will be
new lesson encountered in the new lesson.
a. xyfxxayuzlzt b. fxyozzcxyuysz c. xxeypxyicexynztxerzxy
d. xxezayrtxyzhyqzuzzawkze e. xyfxxayuzlzt xlyiznxe
B. Establishing a purpose ENGAGE(10mins.)
for the lesson The class will be divided into 5 groups.
Activity: A fault-y set up
After performing the activity, the students will be able to:
1. Describe the appearance of a fault; and
C. Presenting 2. Explain how a fault forms.
examples/instances of Materials:
the new lesson Two sheets of cardboard fine sand
ruler newspaper or plastic sheet as wide as a newspaper page
Procedure:
1. Spread the newspaper on the table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge.

3. Pour sand along the boundary of the two sheets.
4. With the ruler, flatten the top of the sand and make two parallel lines.
5. Now, move the sheets slowly sliding each other.
Questions: a. As you move the sheets, what is formed in the sand?
b. What happened to the lines?
The teacher will call one representative from each group to share the group’s answer to
the questions in the activity. After all the groups have shared their answer, the teacher
will do the processing of the activity.
D. Discussing new EXPLORE(10mins)
concepts and practicing With the same grouping in the ENGAGE part.
new skills #1 Activity: Stick “n” slip
Objectives
After performing the activity, the students should be able to:
1. Explain how faults generates earthquakes; and
2. Explain why not all movements along faults produce earthquakes.
Materials:
Two small boxes masking tape toy house
Rubber band paper clip
Procedures:
1. Attach the rubber band to the paper clip. Then attach the paper clip to one end
E. Discussing new of one box.
concepts and practicing 2. Place the boxes side by side. Put a toy house on the box with the rubber band.
new skills #2 Then paste lightly the two boxes together. Note: Do not stick the tape on the two
boxes too much. The tape is meant to come off.
3. With your left hand, hold the box without the rubber band in place. With your
other hand, slowly pull on the rubber band.
Questions:
a. What happened to the rubber band?
b. What happened to the “house”?
c. Keep on pulling on the rubber band. What happened to the box
attached to the rubber band?
d. Which is the “fault” in this set up?
EXPLAIN(10mins)
The students will be asked to present the output of their activity. There will be
F. Developing mastery one representative from each group to explain their answers to the questions in the
(leads to Formative
activity.
Assessment 3)
After all groups presented their output, the teacher will give additional inputs to the class
for better understanding.
G. Finding practical ELABORATE(5mins)
applications of concepts Video presentation (https://youtu.be/fEB70XHbOJY)
and skills in daily living The video shows an event happens in residential areas near fault line. It is shown in the
video how a house is displaced by a fault rupture.
H. Making generalizations
and abstractions about The teacher will give an additional input about the subject matter. The video will
the lesson encourage students to be cautious in their respective locations.
EVALUATE (20mins.)
I. Evaluating learning Through role playing, show the precautionary measures when you are living in areas
near faults. The students will be given 5 minutes to prepare a 3-minute role play.
Criteria: Content- 8 pts.

Relevance- 7 pts.
Teamwork -5 pts
Total - 20 pts.
EXTEND
J. Additional activities for Activity: One whole bond paper. Draw the fault model that you have made in the first
application or
activity. And explain how fault is formed.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?
PREPARED BY:
Kenn C. Pacatang
Grade 8 Durian Adviser

7 E's Lesson Plan On FAULT

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DETAILED SCIENCE LESSON PLAN

8 Second Quarter ________ 1

The relationship between faults and earthquakes

1. participate in decision making on where to build structures based on knowledge of

II. CONTENT Faults

8 Second Quarter ________ 2

2. Arrange the two sheets of cardboard edge to edge.

8 Second Quarter ________ 3

Criteria: Content- 8 pts.

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