Republic of the Philippines
AKLAN STATE UNIVERSITY
College of Teacher Education
Laboratory High School
Banga, Aklan
A Detailed Lesson Plan in Science 7
Name: Pinky Sales School: Linabuan National High School
Mentor: Cristy Ann Paanod Grade Level:
Subject: Science Date:
Content Standard: Students learn that rapid movements along normal, reverse or strike-slip
faults cause earthquakes.
Performance appreciate the value of using systems to analyze and explain natural
Standard: phenomena and demonstrate their understanding in explaining the
dynamics of faults and earthquakes, and.
Most Essential At the end of the lesson student should be able to:
Learning • explain the occurrence of earthquakes,
Competency: • differentiate active and inactive faults,
• describe the causes of earthquakes,
• compare and contrast the three geological faults; and
explain how the movements of faults can cause earthquakes.
Instructional At the end of the lesson student should be able to:
Objectives: • Classify geological faults as dip-slip, strike-slip, or oblique-slip
based on the angle of the fault plane and direction of slip,
• Create a model that shows how movements along different types
of faults generate earthquakes.
• Advocate for earthquake safety by sharing findings about local
fault risks with peers or the community.
Subject Matter: Earthquake along Faults
Topic: active and inactive faults: Dip-Slip, Strike -Slip, Oblique-slip faults; How Movement
aAong fault Generate Earthquake; Types of Faults in the Philippines.
A. Preparatory Activities
1. Prayer
2. Checking of Attendance
B. Developmental Activities:
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
I. ELICIT
Teaching Strategy: Think-Pair-Share,
Time: 5mins
Good morning, class! I have a question for you.
Have you ever heard about the Banaue Rice
Terraces?
Yes, ma’am! They’re the old rice fields in the
(insert Banawe Rice Terrace’s image)
mountains.
That’s right! It were built a long time ago by the
Ifugao people. Why do you think it’s still standing
today, even though we have
earthquakes here in the Philippines?
Maybe because they’re strong.
Exactly! It were built with stone walls and special
drains that help them stay strong and safe, even
during earthquakes. Now, who can tell me why
earthquakes happen?
I think it’s when the ground shakes.
You’re right! The ground does shake, but what
makes it shake?
Is it because of movements under the ground?
How do you think the ground moves during an
earthquake? Does it shake side to side, up and
down, or maybe both?
Maybe it moves in all directions.
Exactly! It can move side to side, up and down,
or even diagonally. Just like how we move when
we dance! Speaking of movement, how about
we try something fun to understand this better.
II. ENGAGE
Teaching Strategy:
We’re going to play a game called "Fault Line
Freeze Dance!" In this game, we’ll dance like
the Earth’s crust moves during an earthquake.
Everybody please read the instruction.
Instruction:
1. When the music plays, dance however
you like! Move around and have fun!
2. When the music stops, FREEZE and
listen for the direction:
• Side-to-Side: Move side-to-side like
you’re sliding past someone.
• Up-and-Down: Jump up or crouch down.
• Diagonal: Combine side-to-side and
Do you have any question regarding to the upand-down movements.
instruction?
None ma’am
Then, let proceed to the activity.
Great job, everyone! You all moved just like
how the Earth’s crust does during an
earthquake.
Now, those movements actually have a
connection to our lesson for today, which is
"Earthquakes Along Faults." Just like how you
moved side-to-side, up-and-down, and
diagonally, the Earth's crust also moves along
faults in similar ways. Before that let’s be
guided with this learning objectives. Everyone
please read.
At the end of the lesson student should be able
to:
• Classify geological faults as dip-slip,
strike-slip, or oblique-slip,
• Create a model that shows how
movements along different types of fault;
and
Advocate for earthquake safety by sharing
findings about local fault risks with peers or the
Thankyou! community.
III. EXPLORE
Teaching Strategy:
Now that we know our learning objectives,
we’re going to dive deeper into how the
Earth’s crust moves along faults. To do that,
we’re going to do a fun and hands-on activity.
Everyone please read the instruction.
Instruction:
• The class will be divided into 3 groups.
• Each group will receive materials and a
task sheet with specific instructions and
guide questions.
• Complete the activity following the
instructions carefully.
• After the activity, answer the guide
questions based on your observations.
• Choose one representative from your
group to share your observations.
• Each representative will have 1 minute
to present.
Are the instruction clear
Yes. Ma’am.
Let’s get started and see what you found out.
(student will do the activity)
Procedure
1. Spread the sheet of paper on the table.
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. Move the sheets slowly in the opposite
direction.
Complete the tasks and answer the
questions based on your observations. Answer
the following question after the activity:
group 1:
1. What happened to the sand when you
moved the sheets?
2. Did the sand stay in place or did it
change?
Group 2:
1. What did you notice along the lines in
the sand?
2. Did the sand crack, pile up, or move
aside?
Group 3: R eal-Life Connection
1. What natural event does this activity
represent?
2. How can this movement affect people
and the environment.
IV. EXPLAIN
Teaching Strategy:
Great job, everyone! Group 1 are you ready?
Yes, Ma’am.
Guided question:
What happened to the sand when you moved the
sheets?
The sand cracked and moved along the line
where the two sheets met.
Did the sand stay in place or did it change?
The sand did not stay in place. It moved,
cracked, and some parts were pushed upward
or to the sides.
Very Good! Group 1, now let’s have the group 2.
Group 2 are you ready?
Yes, Ma’am.
Guide questions:
1. What did you notice along the lines in the
sand?
The lines became uneven and broken. Some
parts were pushed up, while others sank or
shifted to the side.
2. Did the sand crack, pile up, or move
aside? Yes, the sand cracked and piled up in some
areas. It also moved aside as the sheets were
pushed in opposite directions.
Thank you, group 2. now let’s have the last
group, the group 3.
Guide Question:
1. What natural event does this activity
represent? This activity represents an earthquake caused
by the movement of tectonic plates along a
2. How can this movement affect people fault line.
and the environment?
It can cause the ground to shake, leading to
damage to buildings, roads, and even injuries
to people. It can also trigger landslides and
other natural disasters.
You all did a fantastic job observing and
explaining fault move.
V. ELABORATE
Teaching Strategy:
we’re going to explore one of the most powerful
natural phenomena that can shake not just the
ground but entire communities—earthquakes.
Can anyone share what comes to mind when
you hear the word earthquake?
Shaking ground!
Buildings falling!
Evacuating to safety!
Disaster!
Great answers! Earthquakes are more than just
shaking but also they’re caused by movements
deep inside the Earth. When an earthquake
happens, it releases seismic waves. (insert slide)
What is seismic waves?
The vibration that carries energy, causing the
shaking we feel during earthquakes
Thank you, it’s like ripples when you throw a
stone into water. But instead of water, these
waves travel through the ground. This wave
spread radially from the focus.
Can anyone guess where these waves start?
(insert slide)
Yes! That’s the focus. Who can define what is From underground
focus, epicenter and fault?
The focus (or hypocenter) is the exact point
underground where the earthquake starts.
above it, on the Earth's surface, is the
epicenter, where the shaking is usually
strongest.
The fault plane is the surface along which
Thank you. Now let’s have this illustration lets the rocks slip and break.
locate where is the focus, epicenter and fault.
(insert slide)
Great Job everyone you able to locate it
correctly, Let’s move on to what actually triggers
these waves.
(insert slide)
There are two main types of earthquakes. What
is it?
who can define what is tectonic Earthquakes? Tectonic Earthquakes and Volcanic
Earthquakes.
Tectonic Earthquake are caused by the
movement of tectonic plates along faults and
plate boundaries.
Thankyou! These happen when tectonic plates
push, pull, or slide past each other. Can anyone
guess what might happen when these plates get
stuck and suddenly break?
Earthquakes.
Exactly! So That sudden break releases energy
as seismic waves.
Who can define what is volcanic earthquakes?
Volcanic Earthquakes are caused by rising
magma inside a volcano.
Very Good! Now let proceed to fault. Who can
define what is fault.
(insert slide)
Fault is the surface along which the rocks
slip and break.
Faults are cracks in the Earth’s crust where rocks
can move. There are two type what is it?
Active and Inactive fault.
What is active fault?
Moved one or more times in the last 10,000
years. Can move again in the future.
So far the active fault near in our province is the
West Panay fault. You can locate it in the map in
page 203 in your textbook.
What is inactive fault? No movement in the last 10,000 years. Can
still reactivate despite being classified as
inactive.
As of now there is no identified inactive fault near
our province because PHIVOLCS focus on
active fault due to their potential impact on safety
and infrastructure.
Now, let’s look at how these faults actually move.
Faults move in different ways, creating different
types of earthquakes. Let’s break it down. Based
on the activity you’ve done, there are three fault
movement, what is it?
Dip-Slip Fault
Strike-Slip Fault
Well said, how does ground moves in Dip-slip Oblique-Slip Fault
fault?
It moves up-and-down movement along the
fault plane.
If the upper block moves down, it’s a normal
fault.
If the upper block moves up, it’s a reverse
fault.
In strike-slip fault how does the ground moves?
The ground move side-to-side, like sliding to
each other.
If the block moves left, it's sinistral, and if it
moves right, it’s dextral.
For the last type of fault which is oblique-slip fault
how does the ground moves?
This combines both up-and-down and sideto-
side movement.
It’s like pushing something diagonally, a mix of
dip-slip and strike-slip.
Very good! now let’s apply what you have learn in
out next activity
Practical Applications
In this activity you will Create an Model that
explains fault movements, earthquake.
Everyone please read the instruction.
Instruction:
• The class will be divided into six groups
• Each group will receive an instruction
sheet detailing what type of fault
movement they will model.
• Prepare a short explanation to present
to the class.
Are the instruction clear?
Yes, Ma’am.
(student will do the activity)
FAULT MOVEMENT MODELING ACTIVITY
Group 1 & 2: Dip-Slip Fault (Normal &
Reverse)
1. Flatten a piece of clay or play-dough to
represent the Earth's surface.
2. Cut the clay into two separate blocks to
create a fault line.
3. For a Normal Fault:
o Tilt one block slightly. o Move
the hanging wall (upper block)
downward while keeping the
footwall (lower block) stable.
4. For a Reverse Fault:
o Tilt one block slightly. o Move
the hanging wall upward while
keeping the footwall stable.
5. Place the model on cardboard and label
the fault parts.
Group 3 & 4: Strike-Slip Fault
1. Flatten a piece of clay or play-dough to
represent the Earth's surface.
2. Cut the clay into two separate blocks to
create a fault line.
3. Move the two blocks horizontally past
each other without lifting or tilting them.
4. Ensure one block moves to the left and
the other to the right.
5. Place the model on cardboard and label
the fault parts.
Group 5 & 6: Oblique-Slip Fault
1. Flatten a piece of clay or play-dough to
represent the Earth's surface.
2. Cut the clay into two separate blocks to
create a fault line.
3. Move the blocks both horizontally and
vertically at the same time.
4. Ensure one block slides sideways while
also moving slightly up or down.
5. Place the model on cardboard and label
the fault parts.
Generalization/Abstraction
Great job, everyone! Now that we’ve explored
how earthquakes happen and how faults move,
let’s wrap up with a quick discussion. Can
someone tell me what causes an earthquake? It happens when rocks break along a fault
because of built-up stress.
Exactly! And where does the earthquake start
underground?
At the focus, ma'am
Good! What about the point directly above it on
the surface?
That’s the epicenter!
Right! Now, what are the three types of faults we
learned
Dip-slip, strike-slip, and oblique-slip,
depending on how the blocks move.
Perfect! And if a fault has moved recently and can
still move, what do we call it?
An active fault
Great! Why is it important to know where active
faults are located?
So we can prepare and avoid building on
them."
Exactly! Understanding faults helps us stay safe.
Well done, everyone!
VI. EVALUATE Teaching
Strategy:
Questions
1. What characteristics define a dip-slip
fault?
2. How do strike-slip faults differ from
obliqueslip faults?
3. Why is it important to understand local fault
lines? 1. Understanding geological faults can
inform where to build structures, helping to
avoid high-risk areas.
2. If a community is unprepared, the
damage from an earthquake can be severe,
leading to loss of life and property.
3. Fault activity can lead to land
subsidence, changes in water flow, and can
create new landforms, impacting
ecosystems.
VII. EXTEND
Teaching Strategy:
Students can volunteer to assist local
government in mapping out fault lines and
identifying at-risk areas, applying their
knowledge to real-world situations.
REFERENCES:
Scienc in the Modern World
