REPUBLIC OF THE PHILIPPINES

Department of Education
Region V (Bicol)
School Division Albay
SAN FERNANDO NATIONAL HIGH SCHOOL
San Fernando, Sto. Domingo, Albay

DETAILED LESSON PLAN IN SCIENCE FOR GRADE 7

School Name SAN FERNANDO NATIONAL HIGH SCHOOL Learning Areas SCIENCE
Teacher EMILIA B. BORRAS Grade & Section GRADE 7
Date MARCH 24, 2025 Section ROSE
Time Allotment 45 MINUTES Quarter 4TH
QUARTER

I.OBJECTIVES
A. Content Standard Rapid movement along normal, reverse, strike-slip faults cause earthquakes.
B. Performance Standard By the end of the Quarter, learners appreciate the value of using systems to analyze
and explain natural phenomena and demonstrate their understanding in explaining the
dynamics of faults and earthquakes.
C. Learning Competencies Competencies:
Classify geological faults according to the angle of the fault plane and direction
of slip.

Objectives:
At the end of 45 minutes of the lesson, the learners should be able to;
a. Differentiate active and inactive faults; and
b. Compare and contrast the three (3) geological faults.
II.CONTENT System Models
A. Topic Earthquakes along Faults
III.LEARNING REFERENCES
A. References
1. Teacher’s Guide Pages MATATAG Curriculum Learning Competencies
2. Learner’s Material Pages Science in the Modern Word Textbook for Grade 7
3. Textbook Pages Science in the Modern Word Textbook (Pages 200 – 203)
4. Additional Materials from https://youtu.be/lVXn92K_bMA?si=gFV2tJ2a-Ow7mUZb
Learning Resource (LR) https://interactive2.usgs.gov/learningweb/teachers/faults.htm
Portal https://www.earthsciweek.org/resources/classroom-activities/a-model-of-three-faults/
B. Other learning Resources
 Instructional Materials, Laptop, Projector Timer, Internet Connection
IV. PROCEDURES
A. Preliminaries
Teacher’s Activity
Prayer
Greetings
Checking of the classroom
Checking of the attendance
 Show a pictures of the aftermath of an Earthquake.
I. ENGAGE

The students will answer the following questions:

1. What is in the picture?

2. What causes the building to collapse?

3. What causes an Earthquake?

Show a short video about a news about an active fault in the Philippines.
YouTube: https://youtu.be/lVXn92K_bMA?si=gFV2tJ2a-Ow7mUZb

Q : What was showed from the videoclip?

Q : Do you think Bicol Region or specifically Albay where we live are in fault zone?

 Present the lesson for the day.

II. EXPLORE The students will perform an activity to identify if a certain fault is Active or Inactive.

Objectives:
Differentiate active faults from inactive faults.

Materials Needed:
 Manila Paper
 Pen
 Data Sheet
Procedure:
Study the table below showing the list of faults found here in the Philippines with their location and
records of seismic activities.

Fault Location Length Recorded evidence of Have record evidence

seismic activity for the of earthquake for the
past past
10 000 years 10 000 years
Central Fault Transacts the 1, 200  
Zone whole Philippine km
archipelago from
Northewstern
Luzon to
Southtern
Mindanao.
Mati Located at Davao No data No records No records
Segment Oriental at the tail
end of the
Philippine Fault
line
 Guinayangan Southern Luzon, 30 km  
Fault specifically
traversing the
central portion of
Quezon province.

Guide Questions:
1. What particular area in data sheet has active and inactive faults?
2. What are the differences of active and inactive faults?

III. EXPLAIN  Students will present their group output.

 Discuss the differences for active and inactive questions. Mention actual examples of active and
inactive faults found in the country.

IV.ELABORATE Briefly discuss the three (3) types of geological faults.

The Three (3) Geological Faults:
1. Normal faults
2. Reverse fault or Thrust fault
3. Strike-slip fault

 The students will perform another activity to show the concept learned from the discussion of the
types of geologic faults.

Group Activity: That’s my Fault

Groupings:
Group 1: Normal fault
Group 2: Reverse fault or Thrust fault
Group 3: Strike-Slip fault
Objectives:
1. Demonstrate the movement of faults; and
2. Describe the feature and effects of performing Geological Fault.

Materials Needed:
1. Manila paper and pentel pen
2. Pentel Pen
3. Tape/glue
4. Fault Model

Instruction:
Moved the fault model showing the type of fault assigned to your group. Observe your model from
the side (its cross-section).

Guide Question:
1. As you move the fault what will be the effect to the earth crust?
2. What likely happened to the river? The road? The railroad tracks?
3. How do you describe the type of fault assigned to your group? Explain.

 Students will present their group output.

 Elaborate their presentation.

Show pictures of actual faults found in different contries.

 Students *

East African Rift is an example of normal faults and one of the great tectonic features of East
Africa.
 Himalayan Mountain is an example of Reverse faults found across land controlled by India, Nepal,
Bhutan, Pakistan and China, where the Indian and Eurasian tectonic plates collide, causing the
hanging wall to move up and over the footwall due to compressional forces.

San Andreas Fault is an example of reverse-slip faults, where the movement is primarily horizontal
that found in California.

 Ask the following questions and let the students explain based on their concept learned from the topics
discussed.
Generalization:
1. Who can differentiate active and inactive faults?
2. What are the three (3) types of geological faults?
Application:
1. Based on what you have learned and what you have experienced, what is the effect of an earthquake?
2. What are does earthquake hazards you need to consider?
3. How can you prepare yourself and your family to be safe during earthquake?
V.EVALUATE In your ½ sheet of paper, answer the following questions.
I. Identify the types of geological faults.

A. _T____-S__ F____

B. _O_M__ F____

C. _EV___ F____

D. _B____E–S___
F____

II. Differentiate active and inactive faults. (5Pts.)

II. ASSIGNMENT
In your science notebook, copy and answer the questions.
To be collected next day.

1. How can you help your community learn and understand the concept of faults as earthquake
generators?
Prepared by: Noted by:

EMILIA B. BORRAS SERAPION S. GONGONA JR.

Science Teacher Secondary School Head