Republic of the Philippines

Department of Education
Region VI- Western Visayas
Schools Division of Iloilo
Daga-Barasan National High School
Santa Barbara, Iloilo

7 Es LESSON PLAN
Grade Level: 11 Learning Area: Earth and Life Science
Quarter: 1 Date: October 19, 2023 (10:45-11:45)

Content Folding and Faulting of Rocks

Content Standards The learners demonstrate understanding of the faulting and folding of rocks,
Performance Standards The learners shall be able to conduct a survey or design a study to assess the possible hydrometeorological hazards that
your community may experience.
Most Essential Learning Explain how the movement of plates leads to the formation of folds and faults.
Competency S11/12ES-Id-22
Student Learning The learners will be able to:
Outcomes  Explain how the movement of plates leads to the formation of folds and faults.
Instructional Materials References:
1. Earth and Life Teacher’s Material
2. Earth and Life Science (Self-Learning Package: Quarter 1, Week 5)
3. Internet resources:
 [Link]
 [Link]
 [Link]

Teaching Aids:
 Illustrations/Pictures
 PPT presentation (ICT)
 Video clips
Lesson Development Activities
Teacher’s Activity Learners’ Activity Remarks
A. Engagement Ask the learners about travelling/hiking. Learners may answer that they have Indicator No. 1
experienced travelling or hiking in some places Indicator No. 2
in Iloilo. Indicator No. 3

Tell whether each was formed from a FOLD Try This!

or a FAULT geologic process.
1. Answer:
1. FAULT
2. FAULT
3. FOLD
4. FOLD
5. FAULT
6. FOLD

2.

3.
 4.

5.

6.

B. Exploration The teacher will give an activity about the Activity: Bend or Break
movement of plate boundaries related to the
topic. Materials: Clay 4 different colors,
ruler, 2 pieces cardboard
Procedure:
1. Roll out the different colors of clay into 6” Indicator No. 1
by 6” flat layers that are 1/2-1” thick. Indicator No. 2
2. Stack the different-colored layers on top of Indicator No. 3
each other on a flat surface (the different Indicator No. 5
colored layers represent rock layers). Indicator No. 7
3. Place the layered block of play dough or Indicator No. 9
clay between the two vertical pine b oards and
slowly squeeze the layered block of play
dough or clay by pushing the two pine boards
together from the sides. (In this step, you are
modeling compression which occurs when
Earth’s crust is squeezed together.)
4. Stop squeezing when you have pushed the
layered play dough or clay about 1 inch on
each side.
5. Describe the appearance of the layered clay.
Record your observation. (Results may vary
but you should either get a syncline [bend
downwards]
6. Now, think of real-life formations that form
due to compression forces. (For example,
mountains and valleys could form due to
compression forces.)
[Link] out your block of play dough or clay
back to its original form.
8. Instead of squeezing the layered block of
play dough or clay, pull on the sides with your
hands. (In this step, you are modeling tension
which occurs when Earth’s crust is pulled
apart.)
9. Think of real-life formations that occur as a
result of tension forces.
10. Record what happened when you pulled
the layered block apart.
 Analysis Analysis: (answers may vary) Indicator No. 1
Indicator No. 2
1) What happened when you squeezed the 1) They move towards each other that creates Indicator No. 3
play dough or clay together? bending pattern. Indicator No. 9

2) What happened when you pulled the play 2) They move away from each other that may
dough or clay apart? break them apart.

3) What is the difference between 3) Compression happens when we squeezed

compression and tension forces? the clay together while tension happens when
we pulled the clay apart.

4) How do folds and faults form? 4) Folds form from compression while faults
form from tension.

5) How can models help explain the different 5) Through these model, we can somehow
forces that the Earth’s crust experiences? know how the plates moves in different
directions.

C. Explanation/ Fault Indicator No. 1

Lesson Proper Indicator No. 2
A fault is a break in the rocks that make up Indicator No. 3
the earth's crust, along which on either side Indicator No. 4
rocks move pass each other. Larger faults are Indicator No. 9
mostly from action occurring in earth's plates.
A fault line is the trace of a fault, or the line
of intersection between the fault line and the
earth's surface.

Types of Faults
1. Stike-slip faults are vertical (or nearly
vertical) fractures where the blocks
have mostly moved horizontally. If
the block opposite an observer
 looking across the fault moves to the
right, the slip style is termed right
lateral; if the block moves to the left,
the motion is termed left lateral.

2. Dip-slip faults are inclined fractures

where the blocks have mostly shifted
vertically. If the rock mass above an
inclined fault moves down, the fault is
termed normal, whereas if the rock
above the fault moves up, the fault is
termed reverse.

3. A transform fault is a special variety

of strike-slip fault that accommodates
relative horizontal slip between other
tectonic elements, such as oceanic
crustal plates. Often extend from
oceanic ridges.

Fold

A fold is when one or more originally bent

surfaces are bent or curved as the result of
permanent deformation.

Types of Folds

Anticline: Linear with dip away from the

center
Syncline: Linear with dip towards the center
Monocline: Linear with dip in one direction
between horizontal layers on each side.
Basin: Non-Linear with dip towards all center
directions.
 Dome: Non-Linear with dip away from
center in all directions.

D. Elaboration Video about Tectonic Movement Learners will watch the video as flashed by the Indicator No. 1
While the video is playing, the teacher may teacher. Indicator No. 2
post questions. Indicator No. 3
Indicator No. 4
What will be the result of tectonic activity? Folding and faulting.

How does folding occurs? By compression.

How does faulting occurs? By tension.

E. Evaluation Showing pictures from the Engagement part. Answer: Indicator No. 9
1. FAULT
Tell whether each was formed from a FOLD 2. FAULT
or a FAULT geologic process. 3. FOLD
1. 4. FOLD
5. FAULT
6. FOLD

2.
3.

4.

5.

6.
F. Enrichment/ Performance Task: (Group) Rubrics: Indicator No. 5
Extension Indicator No. 7
Using your clay, make a model of fault and Creativity – 50% Indicator No. 8
fold, one each example. Workmanship – 40 Indicator No. 9
Cleanliness – 10%
TOTAL – 100%

G. Remarks To be filled up after the lesson.

H. Reflection/Notes To be filled up after the lesson.

Prepared by: Observer:

HELEN GRACE E. SENTINA FELINA A. SUORIBIO

Special Science Teacher I Head Teacher III