Date of

Teacher Bonifacio C. Olermo Jr. May ,2023

Implementation
Position Teaching Intern Department High School
Pangasinan State
School University – Class Grade 8
Bayambang Campus

I. Objectives At the end of the lesson, the learners should be

able to:
a. Describe faults.
b. Differentiate active and inactive faults.
c. Identify active and inactive faults in the
Philippines and cite examples.
II. Subject Matter
A. Topic ACTIVE AND INACTIVE FAULTS
B. Materials  Laptop
 PowerPoint Presentation
 Video clip
 Visual aids
 Speaker
 concrete objects
 Manila paper
 briefcases made of papers

C. References Pavico, J. F., Ramos, A. M., Bayquen, A. V.,

Silverio, A. A., & Ramos, J. A. (2017).
Exploring Life Through Science Series (2nd
ed.). Phoenix Publishing House, INC. pp. 118-
120.
Science Grade 8 Self-Learning Module,
Quarter 2 – Module 2, First Edition, 2020
D. Science Processes a. Observation and Description –
Students will need to carefully observe
the physical characteristics of faults
and describe their features, such as the
presence of cracks, fractures, or
displacements.
b. Comparison and Analysis– To
differentiate active and inactive faults,
students will need to compare and
analyze the geological activity of each
fault, including the frequency of
earthquakes and the rate of movement.
c. Application –Students will analyze
geological data and apply their
 knowledge to identify active and
inactive faults in the Philippines. They
will also apply their understanding of
faults to cite specific examples of fault
systems in the country.
E. Science Concepts  Faults are fractures or zones of rock where
movement has occurred or may occur in
the future.
 PHIVOLCS (Philippine Institute of
Volcanology and Seismology) is the
Philippine government agency responsible
for monitoring and studying earthquakes,
volcanoes, and tsunamis.
 A trench is a long, narrow ditch or
excavation in the ground, often used for
drainage or to lay underground utilities.

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

III. PROCEDURES

Preliminary Activities

Good day, Grade 8 students!

Before we begin our lesson, let us first

acknowledge the presence of our Creator
through a class prayer, to be led by Jesy
Faith.
(The students will stand up and bow their
heads in prayer)

Let us pray and feel the presence of our

Almighty Creator.

Dear Lord, we gather here today to seek

knowledge and understanding. Bless us with
open minds and willing hearts as we embark
on our educational journey. Guide our
thoughts and help us to comprehend the
lessons taught today. May we be filled with
curiosity, enthusiasm, and perseverance in our
pursuit of learning. We pray that we will grow
in wisdom and knowledge, and use our
newfound understanding to make a positive
impact in the world. Amen.
1. Greetings Good morning, Sir Boni!
Again, good morning, class!

Grade 8 students, are you ready?

When I say, "Are you ready, Grade 8

students?" you will clap three times,
stomp three times, and loudly say,
"Yes, sir!"

Is that clear? Yes Sir!

Okay, Grade 8 students, are you (The students will clap thrice, stop thrice)
ready?
Yes Sir!

We are doing well today, Sir

Hello, class! How are you all doing
today?

It's great to hear that you are doing

well. I hope that the rest of the class
is feeling the same.

2. Checking of Attendance

May I ask our class monitor to please

check if all of your classmates are
present for today's class.
(the class monitor will check the attendance
Is anyone absent today? and report the attendance to the class)

Kindly remind your classmates that

in order for us to learn, attendance is
very important and attendance is a
must.

3. Classroom Regulations

Let us not forget the classroom rules.

The first letters of our rules start with
E-I-G-H-T, since you are in eighth
 grade!

E- Engage in learning activities and

discussions.
I- Interact respectfully with your
classmates and teacher.
G- Give your best effort and
participate actively in class.
H- Honor the classroom and school
rules, and help create a positive
environment.
T- Try your best and strive for
excellence. Have fun because
Science is fun!
Yes Sir, clear and noted.
Is that clear to everyone?
A. Motivation .

Class, before we begin our lesson for today,

let's have a quick recap of our previous
lesson through an activity called "The
Quack-tastic Champion of Duck Race
Action!"

I will assign ducks with each of your names,

and we will hold a race. The first duck to
cross the finish line will get to answer the
given question. So, get ready to cheer on
your duck and see who comes out on top!

Yes, Sir Boni!

Are the instructions clear?

If there are no questions, let us proceed.

(the duck race will begin)
For our first round, let the race begin!
 (The students will wait for the result of the
duck race)

Okay, Alliyah, you are the chosen one!

Sir, the answer is Stress.
Your question is: “What is the term used to
refer to the force applied to rocks?”

Don't be stressed, you've done your best,

You can now take a rest because your
answer is correct! (the students will clap their hands)

The correct answer is Stress. (the duck race will begin)

Let us start the second round, let the race (The students will wait for the result of the
begin! duck race)

You are the chosen one, Ezekiel!

Kindly read your question and answer it. It is kind of dip-slip fault where the block has
moved downward with respect to the footwall.

What is your answer? Do not be afraid of

answering a question, be afraid of not trying. Sir, the answer is normal fault.
I know you can do it!

Okay, the correct answer is Normal Fault. (the students will clap their hands)
Very good!
(the duck race will begin)
For our last and final round, let the race
begin! (The students will wait for the result of the
duck race)

What is the term used to refer to a special type

of movement that happens to materials when
You are the chosen one, Joseph! they are forced to move in parallel but
opposite directions?
Please read your question flashed on the
screen. Sir, I think the correct answer is Shear.
Is Joseph’s answer correct? Let us reveal the
correct answer!

Let me say to you, with respect: Thank you (the students will clap their hands)
for trying, your answer is correct!

(The students will clap three times, stomp

Very good, Grade 8 learners! Let us give three times, and say "Excellent!" loudly.
ourselves an Excellent Clap for doing an
excellent job!

B. Presentation of the lesson

Before we proceed to our lesson today, let us

have another activity called "Revive and
Thrive: Active vs. Inactive, Let's Shake and
Jive!"

To start, let's divide the class into two teams:

The Active Group and the Inactive Group.

The Active Group will come up with a list of

activities that are considered active, while
the Inactive Group will brainstorm a list of
activities that are considered inactive in our
daily lives.

Each group will take turns stating one

activity from their list. The winning group
will be the one who can keep the game going
the longest by correctly stating an activity
that fits their category. The game will end
when a group cannot come up with a correct
activity from their category.

Let's make this more interactive and

exciting! Are you ready? Yes Sir!

To add some fun and challenge to this

activity, let's try this. You start by picking an
activity and say the line: "(Activity), Active,
Active, How about you?"

For instance, you could say "Squats, Active, (The students will also create actions while
Active, How about you?" saying their lines)
Then, it's time for the Inactive Group to join
in on the action. They can respond by
repeating the same line and choosing their
own activity. Let's say someone responds
with "Sleeping, Inactive, Inactive, How
about you?"

Then, it's back to the Active Group to keep

the energy going.

(For a virtual setting, students should

answer individually rather than as a group.
The teacher can utilize the Mentimeter
website as an alternative. Additionally,
students will take turns giving an active and
inactive activity. They may also mention
activities that they have recently done before
the start of the synchronous class.)

Is that understood, Grade 8 students?

Yes Sir!
Let's keep this going for a few rounds and
see who can keep up the longest. Are you up
for the challenge? Let's get started!
(The game will begin)

Active Group: Running, Active, Active, How

about you?

Inactive Group: Sleeping, Active, Active, How

about you?

Active Group: Swimming, Inactive, Inactive,

How about you?

Inactive Group: Reading, Inactive, Inactive,

How about you?

Active Group: Jumping, Active, Active, How

Congratulations to Group One for winning about you?"
the game and having fun! They played with
skill and kept it flowin', now their victory is
worth showin'! Cheers to the winners, well-
deserved fame, may your success continue to
remain!

Class, let us give ourselves an Angel Clap

for doing a great job!

(The teacher will present a self-made

introductory video to capture the students'
attention and introduce the new lesson.)

Our lesson for today is related to our

activity. Just as our daily activities can be
active or inactive, faults can also be
classified as active or inactive. Today, we
will be discussing what active and inactive
faults are.

Class, before we dig deeper on active and

inactive faults, do you have any idea what
faults are?

Yes, Audrey!
Sir, faults are big cracks in the Earth's surface.
Excellent!

Faults are fractures or breaks in the Earth's

crust where rocks on either side move in
different directions. These movements can
cause earthquakes.

Faults can be categorized according to their

activity level: it can be active faults and
inactive faults.

Active and inactive faults are both types of

geological structures that are related to
earthquakes. However, there are some key
differences between them.

What is an active fault? Any idea? Sir, active faults are ones that are moving and
could cause earthquakes.
May I call on Mica?

Very good!

Active faults are faults that have experienced

movement or earthquakes within the past
10,000 years, and have the potential to
produce earthquakes in the future.

How about inactive faults? Sir, inactive faults are cracks in the Earth's
surface that were once moving but have not
moved for a long time.
Great job! You are indeed correct!

Inactive faults, on the other hand, are faults

that have not experienced any significant
movement or earthquakes for more than
10,000 years, and are unlikely to produce
earthquakes in the near future.

Again, can you differentiate active and

inactive faults?

Yes, Justin Louis!

Sir, active faults are currently experiencing
tectonic movement and have the potential to
cause earthquakes, while inactive faults have
not moved recently and are unlikely to cause
earthquakes.
Excellent!

Class, we also have a term called "trenches".

Has anyone among you ever seen a trench
before? (the students will raise their hands)

What is a trench? A trench is a long, narrow hole dug into the

ground, kind of like a ditch but deeper.

Exactly! Trenches are long, narrow, and deep

depressions in the ocean floor that are
formed when one tectonic plate slides under
another in a process called subduction.

The Philippine trench is the deepest trench in

the country and the third deepest in the
world.

Did you know that trenches are often

associated with subduction zones, where one
tectonic plate is pushed beneath another?
These zones are also where faults and
earthquakes occur.
C. Development of the lesson

Class, PHIVOLCS leads the study of active

faults in the Philippines, in collaboration
with local and foreign scientists.

Do any of you know what PHIVOLCS

stands for? Sir, PHIVOLCS stands for the Philippine
Institute of Volcanology and Seismology.

Great! PHIVOLCS stands for the Philippine

Institute of Volcanology and Seismology.

The institute regularly updates its list of

active faults as new data is gathered and
analyzed. Here are four briefcases containing
information about Philippine faults. We will
open each one and discuss its contents, so
please listen attentively.

Is that understood?
Yes Sir!
First briefcase contains the Philippine Fault
Zone (PFZ). Please read the content of the
slide.

1
Philippine Fault
Content of the slide:
Zone (PFZ) It is a large fault system that runs through the
entire Philippine archipelago, spanning about
1200 km in length and composed of many
faults with varying rates of movement. It is a
Yes, Heather! left-lateral strike-slip fault that moves at an
average rate of 2 to 3 centimeters per year.

Class, based on your previous lesson, what A left-lateral strike-slip fault is a type of crack
does a left-lateral strike-slip fault mean? in the Earth where one side moves to the left
and the other side stays still, Sir.

Very good!

Let us open the second briefcase!

It contains the Central Mindoro Fault. Do

you have any idea about the Central
Mindoro Fault? Sir, the Central Mindoro Fault is a big crack in
the ground in the island of Mindoro that can
move and cause earthquakes.

Correct!

It is an active fault in the Philippines located

on the island of Mindoro. It caused a
magnitude 6.2 earthquake in 2021.

Third briefcase, reveal!

The Valley Fault System! It is another active
fault system in the Philippines that runs
through the provinces of Rizal, Metro
Manila, Cavite, and Laguna. It caused the
magnitude 6.9 Luzon earthquake in 2017.

Last but definitely not the least, the Lubang

None Sir.
Fault is an inactive fault located in the
Lubang Island in the Philippines. It has not
produced any significant earthquakes in
recent history.

Do you have any questions or any

clarification before we move on to our next
activity?

If none, let us proceed to our next activity.

D. Fixing skills

At this point, let us have another activity

called “Fault Zone Challenge through Deal
or No Deal”. This game is designed to help
you learn about active and inactive faults
while having fun. Let's get started!

You will be presented with a series of

scenarios. All you need to do is to choose a
briefcase and read the scenario inside the
briefcase. Your goal is to identify whether
the fault described in the scenario is active or
inactive.

Are you ready to play, Grade 8 students?

Let's begin!

To make it more exciting and challenging,

the scenarios are presented in the form of
poems.

Class, are you ready?

Yes Sir, we are ready!
1. You stand on a fault, still as can be,
Not moving for ten thousand years, we
see,
Sir, based on the scenario, the answer is
But is it active or inactive, do you know?
inactive fault.
That's the question that we must now
bestow.

2. Hiking on the fault line, what a sight,

One side of rocks have moved several
feet in height,
Sir, my answer is active fault.
Now the question that comes to mind,
Is this fault active or left behind?

3. A fault line shook with great fear,

Quakes came often, that much is clear.
Sir, according to the given situation, an active
But the question we now revere,
fault is the appropriate answer.
Is this fault active or inactive, my dear?

4. A geologist studied a fault with care,

No movement in a hundred thousand
years to bear,
Based on the scenario provided, the correct
 Now the question arises, loud and fair, answer would be an inactive fault.
Is it an active fault or inactive, beware?

5. A fault in the park, so the ranger said,

"Stay out of that zone," or you'll be dead. Sir, based on the scenario presented, it appears
But one question remains, in my head, that the correct answer is an active fault.
Is it active or inactive instead?

(In case of an online class, students can

indicate whether the scenario is an active
fault by reacting with a "heart" emoji, or an
inactive fault by using a "like" emoji.)

E. Generalization

Class, did you understand today's topic? Yes, Sir Boni!

It's nice to know that you have understood

the lesson. If you have any questions, don't
be afraid to ask, and I will do my best to
answer them.

What are the two categories of faults? Could The two categories of faults are active faults,
you provide one and explain it briefly? which have had movement recently or are
expected to move in the future, and inactive
faults, which have not had movement in a long
time and are not expected to move in the
future.
Can you give an example of faults in the
Philippine setting? Sir, some examples include the Central
Mindoro Fault, the Valley Fault System, and
the Lubang Fault.
Very well done! It seems like you have a
good understanding of the lesson today. Let's
give ourselves a “Good Job Clap” for doing G-double O-D-J-O-B, Good Job, Good Job!
a great job!

Class, simply studying scientific concepts is

not enough. Therefore, we will connect our
connect our lesson about active and inactive
faults to practical life lessons that you can
apply in your daily lives.

Grade 8 learners, remember that just like

active and inactive faults shape the earth's
surface, our actions and decisions shape our
lives.

Inactive fault may seem harmless and stable,

but it still has the potential to cause
significant damage when triggered by an
external force. Similarly, in life, we may
have faults or weaknesses that we ignore or
brush aside, but they can still cause us harm
if we don't address them.

On the other hand, an active fault is always

moving and changing, but this movement
can lead to new growth and opportunities. In
the same way, actively working on
improving ourselves can lead to personal
growth and success.

Always remember that just like faults in the

earth's surface, we too have faults in our
lives.

Is that understood, class? Yes Sir!

Embrace the active faults and use them to

propel yourself forward. Learn from the
inactive faults and use them as a reminder to
step out of your comfort zone and take
action towards your goals. This is a valuable
life lesson that we can apply to many areas
of our lives! (This way, the students will not only learn
scientific concepts but also develop practical
skills that can help them in their future
endeavors.)

IV. Evaluation

Great job, Grade 8 students for participating

in our class discussion about active and
inactive faults and taking thorough notes
during our lesson.

At this point, I would like to assess your

understanding of the material with an
activity to reinforce your learning and
identify areas where you may need further
support.
Instructions: Read each question carefully
and choose the best answer from the options
given for each question. Write your answer
on the space provided.

____1. Which term refers to the fractures or

breaks in the Earth’s crust where rocks on
either side move in different directions.
a. Trench Correct answer:
b. Faults b. Faults
c. Earthquakes
d. Tectonic plates

____2. Which category of faults have

experienced movement or earthquakes
within the past 10,000 years and have the
potential to produce earthquakes in the
future? Correct answer:
a. Active faults a. Active Faults
b. Inactive faults
c. Trench
d. Creep

____3. What is the name of the major active

fault system in the Philippines that runs
through the entire length of the country? Correct answer:
a. Central Mindoro Fault b. Philippine Fault Zone
b. Philippine Fault Zone
c. Valley Fault System
d. Lubang Fault

____4. What term refers to long, narrow, and

deep depressions in the ocean floor that are
formed when one tectonic plate slides under
another in a process called subduction?
a. Trench Correct answer:
b. Faults a.Trench
c. Earthquakes
d. Tectonic plates

____5. Which fault, located in the

Philippines, is inactive and has not produced
any significant earthquakes in recent
history?
Correct answer:
 a. Central Mindoro Fault d. Lubang Fault
b. Philippine Fault Zone
c. Valley Fault System
d. Lubang Fault

ANSWER KEY:
1. b. Faults
2. a. Active faults
3. b. Philippine Fault Zone
4. a. Trench
5. d. Lubang Fault

(In case of a virtual class, the teacher can

utilize Kahoot website and ask the students
to join through a code.)

V. Assignment

Class, for your assignment, please research

whether there are any faults in our province,
Pangasinan, and suggest ways to keep
yourselves safe from both active and inactive
faults. Remember to check your grammar
and spelling before submitting your work.
Kindly write your assignment on a short
sheet of coupon bond.

Is that clear, Grade 8 students? Yes, Sir Boni!

To end our class for today, always

remember, Grade 8:

Be like the number 8, don't procrastinate,

Always keep moving, never be late,
With determination and a positive state,
You'll reach your goals, and make them
great!

Thank you and to God be all the glory! Goodbye and thank you, Sir!

“When the time is right, I, the Lord, will make it happen.”

Isaiah 60:22

Prepared by:

BONIFACIO C. OLERMO JR.

Teaching Intern

Checked by:

MS. JOVELYN L. BULLO, MAEd

Supervising Instructor