Download Detailed Lesson Plan (DLP) for Science Grade 8: Earthquakes and Faults and more Study notes Science education in PDF only on Docsity!
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: Learning Area: Grade Level: Quarter: Duration: Date: 1 Science 8 2nd 60 November 13, 2024
Learning Competency/ies: Describe what a fault is and explain how
movements along faults generate earthquakes.
CODE:
(Taken from the Curriculum Guide ) S8ES-IIa- 14
Key Concepts / Understandings to be Developed Demonstrate understanding or key concepts about understanding of faults as fractures in the Earth's crust that can generate earthquakes through various types (normal, reverse, and strike-slip faults).
Domain
Adapted Cognitive Process Dimensions (D.O.
No. 8, s. 2015) OBJECTIVES:
Knowledge
The fact or condition of knowing something with familiarity gained through experience or association Remembering Identify and define the different types of faults (e.g., normal, reverse, strike-slip) and key terms related to earthquakes. Understanding Explain how tectonic plate movements lead to earthquakes.
Skills
The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something Applying Demonstrate earthquake safety measures through role-playing or simulations. Analyzing (^) Compare the effects of earthquakes on different geological settings. Evaluating Assess the effectiveness of current earthquake preparedness strategies in various regions. Creating (^) Design an innovative earthquake-resistant structure or a public awareness campaign about earthquake safety. Attitude Receiving Phenomena Recognize the importance of earthquake preparedness by actively listening to safety guidelines and acknowledging the risks associated with earthquakes. Values Valuing Appreciate the significance of community engagement in earthquake safety initiatives, understanding how personal and collective actions can mitigate risks and enhance resilience in the face of seismic hazards.
2. Content Earthquakes and Faults
3. Learning Resources
Diagrams of different fault types (normal, reverse, strike-slip), worksheets for group activities, whiteboard and markers, tectonic plate map highlighting the Pacific Ring of Fire; https://depedtambayan.net/wp- content/uploads/2021/11/Science8_Q2_Mod1_EarthquakesAnd-
Faults_V1.pdf.
4. Procedures
4.1 Introductory Activity “It’s Your Fault” The class will be divided into 2 groups. The teacher will give the students a whiteboard and a marker and after that each group will be given a task to identify whether it represents strike-slip fault, normal fault, or reverse fault based on the given descriptions and write their answers in the whiteboard provided by the teacher. Each group will only be given 1 minute to answer and after that they are instructed to raise their whiteboards respectively so that the teacher will assess whether their answers are correct or wrong. At the end of the activity, their scores will be based on how many correct answers they have.
5 minutes 4.2 Activity “What is a fault?” The teacher will supply the cardboard and sand for the activity, while the students will prepare their rulers. Working in the same groups as in the previous activity, the teacher will distribute printed procedures to both groups. During the activity, the teacher will facilitate and provide support throughout the classroom. Procedures:
- Prepare sand in a container. Arrange two sheets of cardboard edge to edge.
- Pour sand along the boundary of the two sheets. 7 minutes
In the long run, enough pressure develops, and the rocks slip suddenly releasing energy in waves that make a travel through the rocks to cause the shaking that we feel during an earthquake. Earthquake is the shaking of the surface of the Earth resulting from the sudden release of energy in the Earth’s lithosphere. The energy will eventually be released once the fault overcomes the friction movement. Faults are thin zones of crushed blocks of rocks. These are often in centimeters to thousands of kilometers long. Their surfaces can be vertical or horizontal. These can expand into the earth and might possibly reach out up to the earth's surface. These are also breaking in the Earth's crust where rocks on either side of the crack have slid past each other. There are three kinds of faults: strike-slip, normal, and thrust (reverse) faults. Each type is the outcome of different forces pushing or pulling on the crust, causing rocks to slide up, down or past each other. The amount of ground displacement in an earthquake is called the slip. Strike-slip faults are rocks sliding past one another on a horizontal plane, with little to no vertical movement. Examples to these are the San Andreas Fault and the Anatolian Fault. Normal faults are two blocks of crust layer pulling apart, extending the crust into a valley thus, creating a space. A normal fault has the upper side or hanging wall appears to have moved downward with respect to the footwall. The Basin and Range Province in North America and the East African Rift Zone are two notable districts where normal fault is spreading apart Earth's crust. Reverse faults are also known as thrust faults, the slide one block of crust on top of another. These faults are normally found in collision zones where tectonic plates push up mountain ranges, for example, the Himalayas and Rocky Mountains. 15 minutes 4.5 Application “Let us^ Analyze” Earthquakes are associated with faults. When a fault suddenly moves, an earthquake occurs. A fault is a fracture or zone of fractures between two blocks of rock. Faults allow the blocks to move relative to each other. This movement may occur rapidly, in the form of an earthquake - or may occur slowly, in the form of creep. Faults may range in length from a few millimeters to thousands of kilometers. The teacher will present the following picture to the class and let the students analyze and explain through their understanding about the idea of how the movements of faults generate earthquakes. The teacher will give directions to cite a geologic event that happens when plates are moving to each other, moving away from each other, and sliding past each other. 15 minutes
4.6 Assessment B. 3 minutes
A.
Directions: On a 1 whole sheet of paper. Fill in the blanks with the correct term to complete the statements.
- ______________ faults form when the hanging wall drops down.
- ______________ faults form when the hanging wall moves up.
- ______________ faults have walls that move sideways, not up or down.
- ______________ is the shaking of the surface of the Earth resulting from the sudden release of energy in the lithosphere.
- ______________ are thin zones of crushed blocks of rocks. These are often in centimeters to thousands of kilometers long. Directions : Choose the letter of the correct answer. Write your answers in your sheet of paper.
- The stress along the outer layer of the Earth causes the build-up of energy. What prevent the rocks from releasing this energy? A. bending of rocks B. vibration of the rocks C. friction between rocks D. energy released by rocks
- Why do earthquakes occur frequently in Japan, Indonesia, and Philippines? A. They are surrounded by seas. B. They are located near the equator. C. They are considered archipelagic countries. D. They are found within the Pacific Ring of Fire.
- Which factor keeps the rocks from slipping past each other? A. Arrangement B. Bending C. Depth D. Roughness
- Which factor keeps the rocks from slipping past each other? A. Arrangement B. Bending C. Depth D. Roughness
- What is referred to as a fracture between two blocks of rocks? A. Earthquake B. Fault C. Stress D. Volcano
- Which of the following figures illustrates normal fault?
