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.

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.

5. LEARNING
TASKS

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

25. San Andreas 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.