Lesson Guide in Science Grade 8

Quarter II Earth and Space 1

Lesson Guide in Science Grade 8

Second Quarter

Quarter II Earth and Space 2

Lesson Guide in Science Grade 8

Lesson 1
Competency: Explain how movements along faults generate earthquakes.

I. Objectives:
1. Describe what fault is and how these faults related to earthquakes.
2. Determine the extent of damage an earthquake can do in a
particular location
3. Suggest ways on how to lessen the loss of lives and properties due
to an earthquake.

II. Topic: Earthquakes and Faults

III. Resources Needed: Learners Module, DLP and PC

References: LG pp. 115-122

IV. Preliminary Activity/Priming:

Watch a video about the 2013 Earthquake in Bohol and Cebu.
See the attached video file name LG1 Video1

V. Activity: Article Reading

Materials Needed:
printed news article taken from the internet. (http://www.history.com/this-day-
in-history/earthquake-wreaks-havoc-in-the-philippines)

Procedures:
1. The teacher will distribute a copy of the news article to the class.
2. Then, let the student read the article silently.

Earthquake wreaks havoc in the Philippines

More than 1,000 people are killed when a 7.7-magnitude earthquake strikes Luzon
Island in the Philippines on this day in 1990. The massive tremor wreaked havoc
across a sizeable portion of Luzon, the country’s largest island, with Baguio City
suffering the most devastating effects.

The epicenter of the quake, which struck at 4:26 p.m., was north of Manila in the
Nueva Ecija province. Reports indicate that the shaking went on for nearly a full
minute. Collapsing buildings were the main cause of damage and death. Getting out
of a multi-story building was a good safety precaution that afternoon, although many
people were injured and a few even died in stampedes of others doing the same
thing.

At Christian College, a six-story building completely collapsed, trapping

approximately 250 students and teachers inside. Heroic rescue efforts saved many,
but some victims who did not die in the collapse were found dead later from
dehydration because they were not pulled out in time.

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All types of buildings, including several resort hotels in Baguio, known as the
Philippines’ Summer Capital, suffered tremendous damage. Most of the city’s
100,000 residents slept outdoors that evening and during the following week, afraid
to return to their homes amid the frequent aftershocks. For days, workers pulled
bodies from the demolished buildings in Baguio. The best estimate is that 1,000
bodies were eventually recovered. At least another 1,000 people suffered serious
injuries. Rescue efforts were hampered severely because the three main roads into
the city were blocked by landslides. Hundreds of motorists were stranded on the
roads as well. Outside of Baguio, a chemical factory fire also caused terrible damage.
The Tuba gold and copper mine in the area lost 30 workers when a mine collapsed.

Baguio, sitting on at least seven fault lines, is now listed as one of the most risk-
prone cities in Asia. In addition to the risk of earthquakes, the area’s high annual
rainfall increases the likelihood of deadly landslides.

American military personnel stationed in the Philippine archipelago took part in the
relief effort. The area was revisited by disaster less than a year later when Mount
Pinatubo erupted. Some geologists believe the two events were connected.

--Retrieved from: http://www.history.com/this-day-in-history/earthquake-wreaks-

havoc-in-the-philippines

VII. Analysis:
1. Where is the epicenter of the earthquake?
2. How many individuals are affected by the earthquakes?
3. Discuss how devastating a 7.7 intensity earthquake is.

VIII. Abstraction:
An Earthquake is a sudden movement of the earth's crust caused by
the release of stress accumulated along geologic faults or by volcanic activity
which can result to destruction of properties and the loss of many lives.

IX. Application: Role Playing

Directions: Make a 2 -3 minute role playing act showing what people do when
earthquake strikes.
CRITERIA RATING

The concept being conveyed is delivered clearly. 5 4 3 2 1

Role was played in a convincing and consistent 5 4 3 2 1

manner.

Role-play was well prepared and organize. 5 4 3 2 1

Role-play captured and maintained 5 4 3 2 1

audience interest.

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Lesson Guide in Science Grade 8

Assessment:
Directions: Read each item carefully. Choose the letter of the correct answer.

1. When is the 7.7 earthquake in the Philippines took place?

a. 1990 b. 1991
c. 1890 c. 1891 ans. A
2. Where in the Philippines this earthquake have badly hit?
a. Luzon b. Mindanao
c. Mindoro c. Baguio ans. D
3. Which of the following are safer in during an earthquake?
a. inside the house b. outside in an open area
c. inside the car c. under a tree ans. B
4. Which agency of the government in the Philippines is monitoring the
movement of the earth crust?
a. Phivolcs b. DOST
c. PAGASA c. DENR ans. A
5. It is a sudden movement of the earth's crust caused by the release of
stress accumulated along geologic faults or by volcanic activity.
a. typhoon b. flood
c. tsunami c. earthquake ans. D

Agreement:
Cut or copy 1 newspaper clippings about Earthq uakes that happens in
CALABARZON Area. You can also get your news item from the internet.

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Lesson Guide in Science Grade 8

Lesson 2
Competency: Explain how movements along faults generate earthquakes

I. Objectives:
1. Describe the appearance of a fault and
2. Explain how a fault forms

II. Topic: What is a Fault?

III. Resources Needed: two sheets of cardboard folder; fine sand, ruler
and news paper

IV. References: TG pp.47; LM pp. 116 – 118; google.com.ph (Fault how it

forms)

V. Preliminary Activity/Priming:

What do you think is this picture?

Let’s find out if your answer is correct as we go along with our lesson.

VI. Activity:
A fault-y setup: earthquakes are associated with faults. When a
fault suddenly moves, an earthquake occurs. Do you know what a fault
is? Let’s do the following activity to find out:

VII. Analysis:

1. What happened to the pile of sand when you moved the sheets
slowly into opposite direction?
2. As you move the sheets, what formed in the sand?

VIII. Abstraction:
A fault is a fracture or zone of fractures between two blocks of
rock. Faults allow the blocks to move relative to each other. This
movement may occur rapidly, in the form of an earthquake - or may
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Lesson Guide in Science Grade 8

occur slowly, in the form of creep. Faults may range in length from a
few millimeters to thousands of kilometers. Most faults produce
repeated displacements over geologic time.

IX. Application:
Picture analysis:

Analyze and explain the picture applying your idea of faulting.

X. Assessment:

Complete the paragraph by filling up the blanks with the correct words.

A ___1_____ is a fracture or zone of fractures betwee n two blocks

of___2___. Faults allow the blocks to move relative to each other. This
____3______may occur rapidly, in the form of an ______4_____- or may
occur slowly, in the form of creep. Faults may range in length from a few
millimeters to thousands of kilometers. Most faults produce repeated
______5____over geologic time. (1.Fault; 2. rock;3. movement; 4.
earthquake; 5. displacement)

XI. Agreement:
Write a 5-sentence paragraph about how faults produce earthquake.
Write it on a whole sheet of paper.

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Lesson Guide in Science Grade 8

Lesson 3
Competency: Using models or illustrations, explain how movements along
faults generate earthquake.
I. Objectives:

1. Explain the effect of bending of rocks along faults and

2. Relate fault movement and earthquake

II. Topic: How do Faults Produce quakes?

III. Resources Needed: coupon bond, plastic rulers, bit of clay

IV. References: TG pp.47; LM pp. 122 - 124

V. Preliminary Activity/ Priming:

Are you familiar with Pilita Corales (Asia’s queen of song)? How
does she sing? Can you do the same thing she does? Let us now go
further with our lesson and discover how Pilita’s style of singing relates
to our lesson.

VI. Activity:

Stick ‘n’ shake: Using the given materials and following the
procedures you should be able to simulate how rocks bend along a
fault.

VII. Analysis:

3. What happens when the bending becomes too much?

4. What is the effect of bending of rocks along fault?

VIII. Abstraction:

Earthquakes occur on faults. A fault is a thin zone of crushed rock

separating blocks of the earth's crust. When an earthquake occurs on one
of these faults, the rock on one side of the fault slips with respect to the
other.
IX. Application:

Earthquakes can happen anytime, anywhere. They’ve all occurred

where there has been frequent activity in the past and where there will be
frequent activity in the future.

John Minsch

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Lesson Guide in Science Grade 8

X. Assessment:

In not more than 5 sentences, differentiate fault movement from

earthquake.

Agreement:

Bring to class the following materials:

Scissors, paste and fault model

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Lesson Guide in Science Grade 8

Lesson 4
Competency: Explain how movements along faults generate earthquakes.

I. Objective(s):
1. Describe what a fault is and how these faults related to earthquakes.
2. Explain how faults generate earthquakes; and
3. Explain why not all movement along faults produces earthquakes.

II. Topic: What is a Fault?

III. Resources Needed: Learners Module, DLP and a PC

IV. References: LG pp. 115-122

V. Preliminary Activity/Priming:

Ask the class about Michael Jackson's famous moonwalk. The teacher
can demonstrate it or let a student do the moonwalk in front of the class. Ask
the possible relationship of the movement of the shoes and the floor.

VI. Activity:
Activity 2. Stick 'n' slip

Materials Needed:
two small boxes (fruit juice boxes are ideal)
masking tape
rubber band
paper clip

Procedure:
1. Attach the rubber band to the paper clip. Then attach the paper clip to one
end of the box. (See Figure 5, page 120 of the Learner's Guide). Use the ruler
for scaling.

2. Place the boxes side by side. Put a toy house on the box with the rubber
band. Then tape lightly the two boxes together as shown in Figure 6 of the
Learner's Module page 121.
Note: Do not tape the boxes too much. The tape is meant to come off in the
activity.

3. With your left hand, hold the box without the rubber band in place. With
your other hand, slowly pull on the rubber band in the direction shown in
Figure 7, page 121 of LM

VII. Analysis:
1.What happened to the boxes as the rubber band is being pulled?
2.What happens to the house in relation to the position of the fault?

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Lesson Guide in Science Grade 8

VIII. Abstraction:
The ground in the area of fault tends to remain not moving because of
frictional force between the two opposing plates (boxes). As stronger forces
(rubber band) shakes up the fault, the friction (tape) can no longer hold up the
plates (box) thus resulting to a slip in the plates creating a jerk called
earthquake.

IX. Application:
Applying your learning on the lesson presented, explain why not all
movement along faults produced earthquakes.

X. Assessment:
Directions: Pair the given term according to your observation. Write
your answer on the number below.

1. two box - ___________ Earthquake

Shaking
2. tape - __________ Fault
Frictional force
3. as you pull the rubber band -_________ Opposing plates

4. a crack on the ground- __________

5. a sudden jolt -__________

(Answer: 1. opposing plates; 2. frictional force; 3. earthquake; 4. fault; 5.

shaking )

XI. Agreement:
Bring the following materials next meeting:
two plastic ruler
a bar of clay

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Lesson Guide in Science Grade 8

Lesson 5
Competency: Differentiate the epicenter of an earthquake to its focus.

I. Objective(s): The students should be able to differentiate the epicenter

and focus of an earthquake.

II. Topic: Focus and Epicenter

III. Resources Needed: Learner's Module, PC, DLP

IV. References: LM page 125-127

V. Preliminary Activity/Priming:
Watch a video about epicenter and focus of an earthquake. See video
file titled LG5 Video5.

VI. Activity:
Activity Title: Where Does An Earthquake Start?
See page 125 of the Learner's Module

VII. Analysis:
1. On which location on the ground does the initial movement
originates during an earthquake?
2. How does this movement (shaking) spread into the surface?

VIII. Abstraction:
The epicenter is the point on the Earth's surface that is directly
above the focus while the focus is the point (below the surface) where
an earthquake originates.

IX. Application:
Read the quotation below relate this to what you have learned.

“I am the earthquake of love. How you feel is my fault.”

― Jarod Kintz, Love quotes for the ages. Specifically ages 18-81.

X. Assessment:
Identify the parts of an Earthquake

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Ans. 1. epicenter; 2. fault; 3. focus; 4. seismic waves; 5. opposing plates

XI. Agreement:
Make a slogan about earthquake that make use of the words focus and
epicenter.

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Lesson Guide in Science Grade 8

Lesson 6
Competency: Differentiate the intensity of an earthquake from its magnitude

I. Objective:
Describe an earthquake in terms of its intensity and magnitude

II. Topic: How strong is the Earthquake?

III. Resources Needed: PHIVOLCS Earthquake intensity Scale (PEIS)

IV. References: TG p.47; LM pp. 127 – 130; youtube.com

V. Preliminary Activity/ Priming:

Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL CEBU

7.2 Magnitude compilation footage Philippines (youtube.com)

VI. Activity:

On pages 128 to 129 of the Learner’s module can be read the

PHIVOLCS Earthquake Intensity Scale (PEIS), let the learners
thoroughly understand the text and then proceed to discussion.

VII. Analysis:

1. When an earthquake occurs, where would shaking be greater?

Near the epicenter or away from the epicenter?
2. Where would damaged be more? Near the epicenter or away from
the epicenter?

VIII. Abstraction:

The intensity of the earthquake is determined by observing the

effects of the earthquake in different places on the other hand.
However, its strength can be described as magnitude.

IX. Application:

Based on your answers to questions 1 and 2, where would the

intensity be higher? Near to the epicenter or away from the epicenter?

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Lesson Guide in Science Grade 8

X. Assessment:
Write the corresponding Intensity Scale for each description:

Description Intensity scale

1. Very Strong (VI)
2. Weak (III)
3. Scarcely (I)
Perceptible
4. Very Destructive (VIII)
5. Slightly Felt (II)

XI. Agreement:
Make a research of the distribution map of active faults and
trenches in the Philippines.

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Lesson Guide in Science Grade 8

Lesson 7
Competency: Differentiate the active and inactive faults.

I. Objective:
Identify the different active faults in the Philippines using the
PHIVOLCS map.

II. Topic: Do You Live Near the Active Fault?

III. Resources Needed: PHIVOLCS MAP on distribution of Active Faults

and Trenches in the Philippines

IV. References: TG pp.47; LM pp. 131 – 132; google.com.ph

V. Preliminary Activity/ Priming:

Analyze and give your comment(s)

VI. Activity:

Let the learners study the map below.

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Lesson Guide in Science Grade 8

VII. Analysis:

1. Study the map and find out where you live. Is there an active fault
passing by your town, province, or region? If so, are you and your
family prepared for the occurrence of an earthquake?

VIII. Abstraction:

There really is no way to concretely define a fault as "active" or

"inactive" (especially because inactive faults can suddenly become
active again), but it's more or less safe to say that if a fault hasn't
shown tectonic activity for about 5,600 years, it's probably inactive.

IX. Application:

It is important to know the location of active faults. As much as

possible, no important structures should be built near or on them.
PHIVOLCS has a MAP that shows the Active Faults in the Philippines.

X. Assessment:

Based on the map presented, give at least five description of a fault.

1
2.
3. (Answers may vary)
4.
5.

XI. Agreement:

Make a Research on the occurrence of different earthquake in the

country and on the other countries of the world.

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Lesson 8
Competencies: Demonstrate how underwater earthquakes generate
tsunami.

I. Objectives:

1. Explain how tsunamis are generated

2. Infer why tsunamis do not always occur even when there is an
earthquake.

II. Topic: Tsunami!

III. Resources Needed: flat basin or laundry tab, water, plywood, rock,

IV. References: TG pp.47; LM pp. 133 – 135; youtube.com

V. Preliminary Activity/ Priming:

Video presentation: JAPAN TSUNAMI 2011(you tube.com)

VI. Activity:

Tsunami: Get ready as the procedures are being given.

1. Put water in the container. Place the rock in the water at one end of
the container.
2. At the end of the container, put the plastic panel flat at the bottom of
the container.
3. Hold the corners of the plastic panel with your thumbs and
fingertips. Wait for the water to stop moving. Using only your
fingertips, jerk the edge of the plastic board upward.

VII. Analysis:

1. What was formed in the water by the sudden push of the plastic
panel?
2. How was the water level by the rock affected by the wave?
3. What does the water represent? What about the rock? the plastic
panel?

VIII. Abstraction:

A tsunami is a series of ocean waves generated by sudden

displacements in the sea floor, landslides, or volcanic activity. In the deep
ocean, the tsunami wave may only be a few inches high. The tsunami wave

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may come gently ashore or may increase in height to become a fast moving
wall of turbulent water several meters high.

IX. Application:
Since fault, earthquake and tsunamis are interrelated, when you are near
the sea and you feel a strong earthquake, treat that as a warning signal.
Run to the highest place you can find, or if you have a vehicle, evacuate
inland.

X. Assessment:

Choose the correct word(s) from the box associated with the given
statement below.

Tsunami tidal wave wavelength

phenomenon coast

1. The shore of a sea or ocean (coast)

2. Any state or process known through the senses (Phenomenon)
3. An unusual (and often destructive) rise of water along the seashore
caused by a storm or a combination of wind and high tide (Tidal Wave)
4. On reaching the coast, it slows down and its __________ decreases
(wavelength)
5. The term __________ (harbor wave) comes from Japan, where the
phenomenon frequently occurs (‘tsunami’)

Agreement:

How can the interior of the earth be determined?

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Lesson 9
Competency: Explain how earthquake waves provide information about the
interior of the earth

I. Objectives:
1. Determine different layers of the earth.
2. Differentiate their characteristics between the others.

II. Topic: What's Inside the Earth

III. Resources Needed: Learner's Module, PC, DLP and internet connection.

IV. References: CG, TG, LM page 135-136; The layers of the Earth
http://video.mit.edu/watch/layers-of-the-earth-12670/

V. Preliminary Activity/Priming:
Let the students watch a video online at
http://video.mit.edu/watch/layers-of-the-earth-12670/
If not available, watch the video file LG 10 Video10

VII. Activity:

Direction: Post the picture of the Layers of the Earth (LG 10 Pic10)
using a dlp, examine the parts as shown. Then discuss the concept on
page 135-136 of the LM

Retrieved from:
https://en.wikipedia.org/wiki/Structure_of_the_Earth#/media/File:Earth_poster.svg

VII. Analysis:
1. How do seismic waves behave as it pass through different layers of
the earth?
2. Is using seismic data accurate in knowing layers of the earth?

VIII. Abstraction:
The structure of Earth's deep interior cannot be studied directly. But
geologists use seismic (earthquake) waves to determine the depths of layers
of molten and semi-molten material within Earth. Because different types of
earthquake waves behave differently when they encounter material in
different states (for example, molten, semi-molten, solid), seismic stations
established around Earth detect and record the strengths of the different types
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of waves and the directions from which they came. Geologists use these
records to establish the structure of Earth's interior.

IX. Application:
Compare the layers of the earth to a hard-boiled egg cut into half.
Examine also an avocado cut into half, can you notice the similarities?

X. Assessment:
Directions: Answer the Following questions
1. Which part of the earth is said to be solid?
a. crust b. mantle
c. outer core d. inner core ans. D
2. Which part of the earth is said to be liquid?
a. crust b. mantle
c. outer core d. inner core ans. C
3. What do you call the layer of the earth most visible to us?
a. crust b. mantle
c. outer core d. inner core ans. A
4. It is the thickest layer of the earth.
a. crust b. mantle
c. outer core d. inner core ans. B

5. These are waves of energies that travels through the Earth's layers.
a. ocean wave b. radio waves
c. seismic waves d. light waves ans. C

XII. Agreement:

List 5 names of typhoons you want to use by PAGASA and give your
reasons why.

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