Earthquakes and faults (Grade 8 Lesson)
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This document describes a learning competency on faults. It defines a fault as a break in the Earth's crust where movement has occurred. When plates move apart, it can result in earthquakes and faults. The objectives are to define fault, describe the consequences of diverging plates, and draw a fault. Activities include defining key terms, watching a video, and doing a hands-on modeling activity to simulate how a fault forms when plates pull apart.
Earthquakes and faults (Grade 8 Lesson)
- 3. Learning Competency: • Describe what a fault is.
- 4. OBJECTIVES: a. define fault; b.determine the consequences of plates that are moving apart; and c. draw the appearance of a fault.
- 6. Unlocking of terms: • Fault – is a break in the Earth’s crust, and along the break which movement has occurred. • Earthquake – vibration of Earth due to rapid release of energy • Plate – rigid section of the lithosphere that moves as a unit • Epicenter – the point on the earth's surface vertically above the focus of an earthquake. • Magnitude – a number that shows the power of an earthquake
- 7. A. Review:
- 10. B. Motivation:
- 11. Directions: • Identify the 4 given pictures that depict one situation. • Guess what the pictures say all about. • Jumbled letters are provided.
- 12. GAME?
- 13. E A R T H E F A T H L RE F A T H L R
- 14. E A R T H Q U A K E K E E F A T H Q L RU AK E E F A T H Q L RU A
- 15. U L TAF L E U F A T RL E U F A T R
- 16. SHORT FILM SHOWING (Earthquake related video) C. Learning Procedure: ACTIVITY 1:
- 17. ACTIVITY 2: IT IS OUR FAULT: THE FAULT-Y SET UP
- 18. Procedure: • Arrange the two sheets of cardboard, edge to edge. It could be horizontally or vertically arranged.
- 19. • Flattened the modeling clay and place it at the center of the two cardboards. Clay should be along the boundary.
- 20. • Slowly pull the two cardboards away from each other. Observe what happens to the clay.
- 21. •Draw your observation based on the result of your fault-y set up in ¼ cartolina and post your work on the board.
- 22. Draw your observatio n FLOW OF PROCEDURE
- 23. Look at the picture!
- 24. FAULT - a break in the Earth’s crust, and along the break, significant movement has taken place. When plates are moving away from each other, it results to: *Earthquake *Fault
- 26. • ASSESSMENT: ½ CW. ______ 1. It is a break in the crust to which significant movement has occurred. ______ 2. When two plates are moving away from each other, the consequences are: _____ and ____. • For 3 points: Draw the appearance of a fault. FaultFault EarthquakeEarthquake FaultFault
- 27. ASSIGNMENT: • What is the difference between a normal fault and reverse fault? To find out, create a 2D model of a normal fault and of a reverse fault.
Editor's Notes
- #5: Allow student (s) to read the objectives.
- #8: What is the picture all about? What did the kid do?
- #10: Tell students to demonstrate the drill at the count of three. (1..2..3)
- #11: 4 Pics 1 word is one of the famous mobile phone games played by most. 4 different pictures that depicts 1 situation or idea. If you want to answer just raise your hand for you to be recognized. And of course, 5 reward cards will be given. Game?
- #12: If you wish to answer, just rise your right hand. If you got it right, you will be given reward cards.
- #17: Allow 2-3 students to share what they have seen from the video. Ask the students: What do you think causes the destruction of the building? What about the separation/ breakage of the roads? REMIND STUDENTS REGARDING THE ACTIVITY – MATERIAL MANAGER
- #18: Let them proceed to their group mates AFTER giving the instruction.
- #19: Let them proceed to their group mates AFTER giving the instruction.
- #20: Let them proceed to their group mates AFTER giving the instruction.
- #21: Let them proceed to their group mates AFTER giving the instruction.
- #22: Let them proceed to their group mates AFTER giving the instruction.
- #23: Then ask: As you move the cardboards, what is formed in the clay? Does it have a straight line on it? What happens to the line?
- #24: If you look at the picture carefully, you can guess that the road was originally in one piece. But the road is no longer continuous. Is there something in the picture that looks like what was formed in the activity? Do you see anything similar?
- #25: Inform students the largest fault in the world. (NEXT SLIDE)