1

OVERVIEW OF THE MODULE

The Earth, when viewed from the outer space, is a planet that signifies life. In fact, of the eight planets in the solar
system, Earth is the only planet that sustains life. How can a planet support life? The presence and interaction of the
atmosphere (air), hydrosphere (water), and geosphere (land) are the necessities for the biosphere (life) to flourish on a
planet, and Earth has these qualities.
On the other hand, living on Earth means living with everything that exists on it, including hazards which may
cause disasters that humans and other living things normally experience. Billions of years have passed; a lot has changed
since its formation, but the dynamics that run Earth remain constant. Earth continues to undergo activities that naturally
transpire and have become part of our existence as its residence. Earthquakes, typhoons, volcanic eruptions, landslides,
and tsunamis are some of the events that affect every living and nonliving thing on the planet. This quarter is about Earth
– our home planet – and how the various forces can shape and change its features.

REFERENCES USED IN THIS LESSON

Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales- Ramos, Aristea V. Bayquen, Angelina Silverio, John Donnie
A. Ramos (2017) PHOENIX Science 8 ” Exploring Life Through Science ” Second Edition Quezon City Phoenix
Publishing House, Inc.
Estrella A. Madriaga, EdD, Manilyn Piloton-Narca, Jan Jason M. Mariano, Ethel Grace A. Ramos (2020) Science 8
“Science Links” Revised Edition Sampaloc Manila by Rex Book Store, Inc.

DEFINITION OF TERMS
Active faults- known to have recently generated earthquakes within the last 10.000 years, which may still continue to
generate earthquakes
Asteroids- refer specially to the small celestial bodies which are usually rocky and/or metallic
Blind faults- located deep in Earth’s surface and not been detected due to their lack of movement or hidden movement
Climate Change- the increase in average surface temperatures on Earth
Comet- made up of ice, rock and dust also known colloquially as “dirty snowballs” in space
Compression- type of stress that rocks are pushed toward each other
Convergent winds- accumulation of high-speed winds moving toward particular area
Crust- the solid rock layer that make up the outermost shell of Earth
Disaster- a sudden calamity causing great damage, loss or destruction
Epicenter- part of Earth’s surface that is directly above the place where an earthquake starts
Earthquake- shaking or trembling of the Earth that is volcanic or tectonic in origin
Eye wall- clouds heavy with rain swirl around the eye
Fault-a fracture or break in Earth’s crust where earthquakes are most likely to occur repeatedly
Fault line- any edge of the fault plane that shows how much movement has taken place
Fault scarp- fault plane exposed in ground
Focus-point in the rock’s zone of weakness where the breaking of the rocks first starts, and seismic energy is released
Hurricane- an extremely large, powerful, and destructive storm with very strong winds that occurs especially in western
part of the Atlantic Ocean
Inactive faults- do not show signs of ever having generated an earthquake in the last 10,000 years but possibly still
generate an earthquake in the future
Intensity- tells us how much a certain area was shaken when the earthquake reached that area
Magnitude- the total amount of energy that was released by the earthquake at the focus
Meteor- glowing tail or colloquially as shooting stars, falling stars or “bulalakaw”
Meteorite- meteoroids that manage to reach Earth’s surface as a solid object
Meteoroids-space rocks and debris that are fragments of comet and asteriods
Micrometeoroids- very tiny meteoroids
Normal Faults- kind of dip-slip fault where the block that sits on the fault plane
Orographic precipitation-occurs when air flow over mountains and causing rain or snow over the mountains
Orography- study of the formation and topography of mountains and hills
P-waves- the fastest type of body wave
Rain shadow- dry area in leeside of mountain ranges experience less typhoon than other country that exposed to the sea
Reverse faults- formed when rocks are compressed
Seismic Energy- stored elastic energy released
Strike-the line created by the intersection between any planar surface and the horizontal plane
 2

Strike-slip faults- occur when shear stress causes horizontal movement and in opposite directions
Stress- force applied to rocks
S-waves- slower type of body wave
Seismogram- shows the ground motion at a specific measuring station recorded against time
Tension- type of stress that rocks are stretched away from each other
Thrust faults- special type of reverse faults where the angle of the dip is less than 45˚

MODULE LEARNING COMPETENCIES

CONTENT MOST ESSENTIAL LEARNING DURATION
COMPETENCIES
LESSON 1. THE FAULTS FROM  Using models or illustrations,
WITHIN EARTH explain how movement along WEEK 1-3
faults generate earthquakes
 Differentiates the 1 epicenter of
earthquake from its focus; 2
intensity of an earthquake from its
magnitude; 3 active and inactive
 Explain how earthquake waves
provide information about the
interior of the Earth.

LESSON2. ALARMING  Explain how typhoon develops WEEK 4-6

TYPHOONS and how it is affected by
landmasses and bodies of water.
 Trace the path of typhoons that
enter the Philippine Area of
Responsibility (PAR) using a map
and tracking data
LESSON 3. SPACE ROCKS  Compare and contrast comets,
meteors, and asteroids. WEEK 7-8

EXPECTED SKILLS:
 Differentiate active and inactive faults.
 Explain how earthquake waves provide information about the interior of the Earth.
 Explain how typhoons develop
 Compare and contrast comets, meteors, and asteroids.

CONCEPT MAP OF THE MODULE

Here is a simple map of the topics you will cover:
EARTH AND SPACE

FAULTS CYCLONES SPACE ROCKS

HURRICANE METEOROIDS
ASTEROIDS
ACTIVE FAULT INACTIVE FAULT

TYPHOON
MAGNITUDE INTENSITY COMETS

General Direction: During the entire school year, in Science 8 subject, use yellow pad paper or intermediate pad paper
for your answers to the assessment/activities in the module. Thank You.
 3

LESSON 1: THE FAULTS FROM WITHIN EARTH

Objectives
 Using models or illustrations, explain how movement along faults generate earthquakes Week 1 to
 Differentiates the 1 epicenter of earthquake from its focus; 2 intensity of an earthquake from its 3
magnitude; 3 active and inactive
 Explain how earthquake waves provide information about the interior of the Earth.
INTRODUCTION
Why do blind faults cause stronger earthquakes than surface faults? An earthquake magnitude 6.8 on the Richter
scale hit the Visayas region, with its epicenter located on the eastern coast of Negros Oriental. PHIVOLCS reported that
the earthquake was caused by a shifting of Earth along an unmapped fault deep in Earth’s crust. The effects of the
earthquake were most devastating in areas near the epicenter and included landslides, cracked roads, broken bridges,
collapsed houses and buildings, and loss of lives. According to PHIVOLCS Director Dr. Renato Solidum Jr., the
challenge is how to detect these blind faults which do not show signs of existence until after they have caused
earthquakes. He further made a call. “We need more faults finders.” If you want to be one someday, you will need to take
a course in geology.
PRE-ASSESSMENT:
Directions: Below are statements pertaining to situations that involve different faults move in different ways. On
the column after the statements, put a check [ / ] mark if you agree with the statement and an [ X ] mark if you disagree.
STATEMENTS
1. Compression rocks are pushed toward each other.
2. Tension rocks are stretched away from each other.
3. Shear happens to materials when they are forced to move in parallel but opposite direction.
4. When rocks are compressed, normal faults are formed.
5. Thrust faults are special types of reverse faults where the angle of a dip is less than 45˚.
6. Philippine Fault Zone is about 1200 km long which composed of many faults.
7. Intensity tells us how much a certain area was shaken when the earthquake reached the area.
8. Magnitude describes the total amount energy that was released by the earthquake at the focus.
9. Intensity X means practically all humanmade structures are destroyed.
10. Richter Magnitude Scale describes total amount of energy that is released by an earthquake at its source,
but it is an open-ended scale.
EXPLORE

Have you ever wondered why we experience earthquakes? How do we take advantage of our knowledge on before, during
and after an earthquake? Find out as your journey starts to a world of learning in this lesson.

ACTIVITY 1. FOUR PICS ONE WORD

Identify the 3 given pictures that depict one situation. Guess what the pictures say about. Jumbled letters are clues.

1.________________________ 2. __________________________ 3. ______________________

FIRM UP
 4

Since that Philippines is located along the Pacific Ring of Fire (figure Figure
1). Geologists
9: Pacific Ring of explain
Fire that there is a
continuous source of heat deep under the Earth; these melts rocks and other materials causing it to tremble and vibrate on
the surface of the Earth that resulted to visible cracked seen on some geological location.
Fig. 1
Parts of an Earthquake
The epicenter is the location on the surface of the Earth directly above
the focus. Surface waves move outward from the epicenter.
The focus of an earthquake is the point INSIDE the Earth where the
earthquake starts. It is the place below the Earth’s surface where the
rocks tear, come apart, or collide.
The fault is the break in the crust where the earthquake occurs, between
two blocks of rock that have moved past each other.

The model represents a portion of the ground. The upper surface of the
model represents the surface of the Earth. If you separate the two pieces. The “fault plane” can be seen. This is the flat
surface where the focus is. The ‘break’ between the two pieces of the model is the “fault”. But we can only see the part
of the fault that is exposed at the Earth’s surface. That is the broken line at the top of the model that represent the fault
line. Fault plane is the flat surface where the focus is. Fault movement occurs along the fault plane . The focus is the
place where the first break happens, where the fault starts to slip, where first movement takes place. It is the starting point
of the earthquake. The epicenter is on the surface of the Earth directly above the focus.

Three main types of faults

Faults are subdivided according to the movement of the two blocks.

Normal fault: dip-slip fault in which the block above the fault has moved
downward relative to the block below. This type of faulting occurs in
response to extension. “Occurs when the “hanging wall” moves down
relative to the “foot wall.”

Reverse fault: dip-slip fault in which the upper block, above the fault plane, moves up
and over the lower block. This type of faulting is common in areas of compression,
When the dip angle is shallow, a reverse fault is often described as a thrust fault. “Occurs
where the “hanging wall” moves up or is thrust over
the “Foot wall” Strike-slip fault: fault on which
produce a horizontal displacement or a side by side
sliding movement.
-

Active and Inactive Faults

Faults may be classified according to their level of activity:
Active Faults- are known to have recently generated earthquakes within the last 10 000 years, which may continue to
generate earthquakes.
Inactive Faults- do not show signs of ever having generated an earthquake in the last 10 000 years, but may possibly still
generate an earthquake in the future.
A fault may appear to be inactive, but it may generate earthquakes hundreds of years apart and may not have
moved within the recorded history of the area around the fault. Fault movement usually leaves visible features that
geologists can interpret.
But if the area around the fault changes easily, such as due to rapid erosion or widespread urban development, the
interpretation of fault activity becomes more difficult if it only moves suddenly every few hundred years. It is sometimes
easier to detect a slow type of fault movement called creep, which ranges from being continuous to sporadic, with creep
 5

events lasting from minutes to days. In general, fault creep happens without any associated earthquake activity, but it may
be noticeable because of ground subsidence and deformed structures that overlie the creeping fault.

ACTIVITY 2: EXPLAIN FAULTS

Directions: Assess your own understanding by identifying different characteristics of fault in the table below.
FAULTS CHARACTERISTICS
1. Dip-slip fault (normal fault, reverse fault)
2. Strike-slip fault
3. Oblique-slip fault
4. Active fault
5. Inactive fault

For further information read your textbook on pages 113-132 in (Exploring Life Through Science Series) and
pages 135-145 in (Science Links).

DEEPEN
Now that you have examined different faults in different ways, your goal in this section is to extend your
understanding by investigating which fault poses greater risks, active fault, or inactive fault.
ACTIVITY 3: FAULT IN THE BLANK
Directions: Choose the correct word from the word bank below to complete the paragraph.

earthquake strike-slip fault upward fault line

fault reverse fault horizontal fault scrap
crust down up focus fault
normal fault plane
An __________ is when two pieces of the Earth’s ________move or break apart and slide. The line on which the
crust breaks is called _________. Faults can move in several direction and are defined as __________, __________,
___________ depending on how they move. Normal faults occur when one block of rocks move ______ and the other
moves _______. In a thrust or reverse fault, one block moves _______ in relation to the other. Strike-slip faults produces
a _______ displacement or a side by side sliding movement. The breaking point along the fault that moves is called
______. This point is also known as the hypocenter. It is located within the _______, which is the breaking place, while
the ________ is any edge of the fault plane that shows how much movement has taken place when the fault plane is
exposed above the ground, it is called a _______ and is usually the best sign that there is a fault in the area.

VALUES INTEGRATION
ENLIGHTENED
Indeed, knowledge is power! Being knowledgeable and educated about hazards can save lives and prevent damage to
one’s properties. Be educated, apply what you know in times of disaster and share it to everyone.

TRANSFER
Your goal in this section is to apply your learning to real-life situations. You will be given a practical task which
will demonstrate your understanding of the lesson.

“EARTHQUAKE PREPAREDNESS PLAN”

Directions: Create your own earthquake preparedness plan (before, during, after). You may use long bond paper for
your plan. Your output will be graded in the criteria below. (Note: do not copy the sample of earthquake preparedness in your
textbook.)

CRITERIA:
Components 3 2 1
 6

Participants Identified all the people The names of other people Identified only the
involved in the project involved in the project are involvement of one sector.
not identified.
Objectives Includes specific, Includes specific, No clear objectives
measurable, attainable, measurable, attainable,
realistic, time-bound realistic but not time bound.
objectives
Means With step-by-step outline With outline and With unclear method of
and description of what is description but lacks some action
to be done details
Schedule Includes details about the Lack details about the date Includes only the start and
date and time of the step- and time end of the plan of activities
by-step activities
Location Includes the specific place Insufficient information No information about the
following the step-by-step specific place of action
outline of activities
OVERALL RATING

EVALUATION
Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.
1. The ‘break’ between the ground is a “fault”.
2. In earthquake zones, building materials should be strong and rigid.
3. Earthquakes deep underground caused the less damage.
4. Normal faults are caused by compression stress.
5. If you are inside when an earthquake strikes, you should get beneath a sturdy table or desk.
6. Reverse fault produces a horizontal displacement.
7. Normal faults are often found along divergent plate boundaries.
8. Philippines is located along the Pacific Ring of Fire.
9. The spot directly above the focus on the surface of the earth is called the epicenter.
10. The trace of the fault on the surface of the Earth is called the fault plane.

December 06, 2021 – Due date for submission of all the answers to the activities, assessments, performance task
continued in this lesson.

LESSON 2: ALARMING TYPHOONS

Objectives:
At the end of this lesson, you will be able to
a.) explain how typhoon develops and how it is affected by landmasses and bodies of water
b.) trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map WEEK 4 to
and tracking data. 6
INTRODUCTION
In November 2013, typhoon Yolanda (international name: Haiyan) devastated Tacloban City and many parts of
Leyte and Samar by causing what is called as “storm surges”. The public had no idea how deadly a storm surge could be.
The most they understood was that it was going to be a strong typhoon, and many even shrugged their shoulders saying
that they have been through many typhoons in their lifetime. How strong can a strong typhoon be?
It came to many as a surprise when they saw walls of water from the sea plummeting to the ground. Many ran for their
lives, climbed trees, and ran to bridges to stay above ground and above water. So what is a storm surge? How could have
this phenomenon been explained in simple terms to save more lives? Communication is essential to get messages across
that will result in desired actions.
What have you noticed with the typhoons in the past five years? What stories have you heard from elders about
typhoons in their time compared to typhoons you experience now? How does typhoon Haiyan compare to typhoon
sending if both are alarming typhoons and both involved devastation due to strong moving water?

PRE-ASSESSMENT:
 7

Directions: Let’s find out how much you already know about this lesson. Answer the questions below. Write the letter of
the correct answer.
1. What causes the formation of low-pressure area that can lead to the development of a typhoon?
A. cold and dry air C. warm waters surrounded by cold conditions
B. cold waters surrounded by warm conditions D. very low moisture or humidity
2. A thunderstorm cloud is a __________.
A. cumulus B. nimbostratus C. cumulonimbus D. stratus
3. Which of the following best describes a typhoon?
A. A low-pressure area B. Hurricane C. Heavy rains and flood D. Mature tropical cyclone
4. Which of the following is NOT involved in the formation of typhoons?
A. Intertropical Convergence Zone C. Low Pressure Areas
B. Strong Vertical Wind Shear D. Warm water
5. A lot of factors are needed for a tropical cyclone to form, develop and maintain its strength. Although typhoons can
develop throughout the year, which of the following seasons provides best condition for these weather disturbances to
form?
A. during the cold, dry season from December to February
B. during the hot, dry season or summer from March to May
C. during the rainy season from June to November
D. during the rainy season and cold dry season from June to February

EXPLORE

Have you ever wondered why we experience typhoons? Where typhoon came from? Find out as your journey starts to a
world of learning in this lesson.

ACTIVITY 1. GUESSING CLOUDS!

Directions: Write the letter of the correct answer that best describes the picture of the clouds below.
a. Stratocumulus Clouds- low-lying lumpy clouds, No rain within 20-24 hours
b. Nimbus Clouds- dark, heavy clouds, Expect Rain
c. Cumulus Clouds- gray at the base and white on top, fair weather

1._ __________ _____

2._ __________ ____

3._______________

FIRM UP
What Kind of Air Causes the Formation of Typhoon?
In the warm, open seas just off the equator, the water is considerably warmer;
so is the air. The warm air helps also the warm water evaporate faster; and this hot,
moist mass of air would go up, following the basic tenet that "warm air goes up,
cool air goes down."
Fig.1

Up in the air, the water vapor cools down and condenses, and the heat is released
back to the air, this heat makes the air lighter, making it move further up. If then
triggers air from outside the system to go inward, then upward, towards the system.
This air flow helps more water to evaporate, joining the clouds and precipitation
already massing up in the air. Fig. 2
 8

If the process continues, energy and precipitation accumulate further, and the winds speed up. Once the winds
reach a certain speed, it then becomes a tropical cyclone.
The movement of the Earth also affects this process: the wind, instead of
moving in straight lines, moves in a spiral pattern due to the so-called Coriolis Effect.
This causes the easily identifiable, spiraling cloud systems we see in satellite photos.
The word tropical cyclone is composed of two distinct words that completely
describe its characteristic. The term “tropical” refers to its geographical starting point,
which is usually hot and humid; whereas “cyclone” is a meteorological term which
refers to its cyclonic circulation where the strong winds in the Northern Hemisphere
circulate counter – clockwise and clockwise in Southern Hemisphere. Fig. 3
How a tropical cyclone is called differs based on where it formed. In the
northwest Pacific it is called a typhoon; in the southwest Pacific and in the Indian
Ocean, it is a cyclone; and in the eastern Pacific and in the Atlantic, it is a hurricane.
Fig. 4

Though a tropical cyclone is known in different names, it has a uniform

procedure of how it is formed or developed. Among other tropical cyclones, we often
heard the word typhoon and hurricane in the weather reports. Here, in the Philippines,
we use typhoon or “bagyo”.

How tropical cyclones form into a storm?

The tropical cyclone undergoes a process of development called tropical cyclogenesis. This process involves several
requirements, which if met, will lead to the formation of a storm.

• Warm ocean surface with temperature of 26.5 OC to a depth of at least

50 meters below the surface, which is favorable environment to
maintain a “warm core” that powers up a tropical typhoon presence of
Convergence Zone (ITCZ). Fig. 5

• Greater amount of water vapor in the air (high humidity) in the middle
to lower levels of the troposphere.

• Enough Coriolis force to deflect the converging wind which at least 5 0

of latitude from the equator, causing cyclonic rotation and sustaining a
low-pressure center. A pre-existing low-level disturbance or the merging of smaller circulations within the
ITCZ.

• Weak vertical wind shear that is less than 10m/s.

Fig. 6
Where Tropical Cyclones Originate?
Most tropical cyclones occur in the area were the Northeasterly and Southeasterly
trade winds converge. This area is called ITCZ or Intertropical Convergence Zone,
circulating near the equator, and it is known for its lowest surface pressure, w here the
converging air ascends (causing “low -pressure” on Earth’s surface), condenses and
strengthens into sufficiently strong tropical disturbances. Normally from June to
November, the ITCZ oscillates over the Philippines which triggers the formation of
cumulonimbus cloud leading to prevalent rain showers, and most of the time,
thunderstorm in the country.

The lowest pressure is at the eye of a tropical cyclone. In fact, all tropical cyclones have low air pressure at the center.
Different parts of tropical cyclone are:
Eye – is the area of lowest atmospheric pressure, with diameter which may span 20-65 km wide, winds are weak,
the temperature is warm, and the sky is clear-everything is calm.
Eye wall – the region immediately surrounding the eye, brings the strongest winds, heavy rain, and turbulence.
Rain bands – spiraling strips of clouds associated with rainfall.
 9

Tropical Cyclone Categories

Category Maximum Wind Speed kilometer per hour
(kph)
Super Typhoon Greater than 200
Typhoon 200
Tropical Storm 118
Tropical Depression 64

Development of Typhoon
For the tropical cyclone to develop into typhoon, it must pass through the following stages of progression:
Stage 1: Tropical Disturbance
A tropical disturbance is a discrete weather system of cloud, showers, and thunderstorms,
with an apparent circulation that originates in the ocean in the tropical region and remain
intact for 24 hours or more. It has one type called tropical wave that develops about every 4
to 5 days then becomes a tropical storm or hurricane when strengthened. It is sometimes
called easterly winds or low pressure that normally moves from east to west. Fig.7

Stage 2: Tropical Depression

The tropical wave or tropical disturbance then evolves into tropical depression when
the thunderstorms are slightly more organized. As a result, a closed circulation of air
in the low levels is developed. The winds blow stronger due to the greater
convergence that causes quicker decrease in the pressure. It increases in speed
sustaining one-minute winds up to 38 mph at an elevation of 10 meters. Fig. 8

Stage 3: Tropical Storm

The tropical storm receives an official name once sustained winds reach 39 mph
in the closed circulation. The winds increase greatly and can take as little as a half
day to as much as couple days. It has better organized thunderstorms and when
viewed in the satellite, it usually shows a recognizable pattern of rotation. It has
more concentrated convection near the center with outer organized rainfall into
distinct bands. Fig. 9

Stage 4: Typhoon, Hurricane, or Cyclone

As the tropical storm grows more intense, it takes more energy from its
surroundings, it develops into a “matured” tropical cyclone which can obtained a one
-minute wind of at least 74 mph at an elevation of 10 meters. Its rotation is now more
obvious when viewed in the satellite. It may develop a circular area of calm winds at
the center of the storm called eye. The eyes are where the lowest pressure of the
storm is found. If the typhoon continues to strengthen, it can be upgraded to Super
typhoon, which means it exceeds the maximum sustained winds of 115 mph. Fig.10
Factors Affecting Typhoon
A typhoon can become stronger and be upgraded into a super typhoon if the conditions continue to become
favorable for the cyclone. However, despite of its destructive power, a typhoon can cease to intensify its tropical
characteristics due to several factors:
1. Cold waters
The absence of moisture from warm ocean waters means the absence of a typhoon’s “fuel” source once it lacks its access
to this kind of environment. Typhoons depend on warm water to maintain themselves but when the storm moves over cold
 10

water, it loses its energy source, which is the evaporating water from ocean surface. It weakens due to the deprivation OC
of warm water by moving over bodies of water with a temperature below 26.5.
2. No Water
A typhoon will drastically deteriorate once its eye moves over land. The air over land cools quickly due to
specific heat causing the typhoon to quickly lose intensity.
3. Wind shear
Refers to the difference between the speed shear (wind speed) and its directional shear over relatively a short distance
within the atmosphere. The shear must be 20 knots or less for intensification to happen. In most instances, the tropical
cyclone intensifies when the wind shear is 10 knots or less. High wind shear at several thousand feet from the surface
can remove the heat and moisture needed from the area near the center of the typhoon, causing it to tear apart the
storm in different direction and disrupting it.
ACTIVITY 2: WHEN TROPICAL CYCLONE BECOMES STRONGER!
Directions: Identify the stage of the cyclone as it passes through the stages of progression using the descriptions
below.

To understand more about this lesson read pages 143-154 in (Exploring Life Through Science) and pages 162-173
in (Science Links).

DEEPEN
ACTIVITY 3: Understanding concepts on Tropical Cyclone
Directions: Use the word bank to complete the statements based on the learned concepts on understanding typhoon. Each
word will be used only once.

Cyclones are intense 1. ______________storms with powerful winds and heavy rain. They can be referred as
2. ______________typhoon or tropical depressions. Cyclones usually begin over warm seas where there is
3. ______________ atmospheric pressure. The warm moist air begins to 4. ______________ into a strong circling
storm. Once crossing over onto land, cyclones typically 5. ______________. This is because they are out from
their primary energy 6. ______________. Cyclones have three main parts the 7. ______________, the eye, and the
eye wall. Weather in the 8. ______________ of a cyclone is usually calm. The diameter of the eye is usually
around 50 km in length but can be as large as 320 km cyclone intensity is measured by the storm’s 9.
_______________ speed on a scale of 1-4. The strongest cyclones are known as category 4 and can move as quick
as greater than 200 km/h. Winds this fast cause 10. ______________damage, such as ripping trees from the ground
and flattening buildings.
Word Bank
tropical source hurricanes intense weaken
wind low eye spiral rain bands
 11

END OF DEEPEN
What new realizations do you learned about the topic? What new connections have you made for yourself?
Now that you have a deeper understanding, you are ready to do the tasks.
VALUES INTEGRATION
DISCIPLINED
Studies show that the ones greatly affected by weather-induced disasters are the marginalized. As a concerned citizen, and
with your knowledge of the science behind tropical cyclones, how can you help these people in need?

TRANSFER
Your goal in this section is to apply your learning to real life situations. You will be given a practical task which
will demonstrate your understanding of the lesson.
“TYPHOON PREPAREDNESS PLAN”

GOAL: To educate people in the community on how to prepare in different calamities that come unexpectedly.
ROLE: You are a member of DRRR committee in your community.
AUDIENCE: Members of the community.
SITUATION: Due to unexpected natural calamities you are planning to organize and think a plan that will help the
community prepare in whatever unexpected calamities.
PRODUCT: Your task is to create a “preparedness plan”.
STANDARD: Your output will be assessed in accordance with the following rubric given.

TYPHOON Before During After

CRITERIA Excellent (4) Very Good (3) Good (2) Fair (1)

Content The article contains The article contains The article contains just The article contains
very comprehensive comprehensive enough information limited information
and accurate information about the about the plants and about the plants and
information about the plants and their method their method of their method of
plants and their method of propagation propagation. propagation
of propagation.

Organization and The articles contains a The article contains a The article contains The article contains a
Presentation clear and well- clear and organized organized information disorganized and
organized information information and but unclear illustration unclear illustration and
and illustration of plant illustration of the plant of plant propagation. information
propagation propagation.

EVALUATION
Directions: Read and answer the questions in the best way you can. Write the letter of the correct answer.
1. What causes the formation of low-pressure area that can lead to the development of a typhoon?
a. cold and dry air c. warm waters surrounded by cold conditions
b. cold waters surrounded by warm conditions d. very low moisture or humidity
2. A thunderstorm cloud is a __________.
a. cumulus b. nimbostratus c. cumulonimbus d. stratus
3. Which of the following best describes a typhoon?
a. A low-pressure area b. Hurricane c. Heavy rains and flood d. Mature tropical cyclone
4. Which of the following is NOT involved in the formation of typhoons?
a. Intertropical Convergence Zone c. Low Pressure Areas
b. Strong Vertical Wind Shear d. Warm water
 12

5. A lot of factors are needed for a tropical cyclone to form, develop and maintain its strength. Although typhoons can
develop throughout the year, which of the following seasons provides best condition for these weather disturbances to
form?
a. during the cold, dry season from December to February
b. during the hot, dry season or summer from March to May
c. during the rainy season from June to November
d. during the rainy season and cold dry season from June to February
6. Which of the following is not a name for a tropical cyclone?
a. Hurricane b. Cyclone c. Typhoon d. Depression
7. What happens to tropical cyclones when they make a landfall?
a. they lose strength c. the air rotates in a different direction
b. they increase in strength d. the air over the land warms quickly
8. Identify the sea temperature required for the formation of a tropical cyclone.
a. 25.5°C b. 29.5°C c. 26.5°C d. D. 30.5°C
9. What is the average diameter of a tropical cyclone eye?
a. 35 km b. 45 km c. 55 km d. 65 km
10. The center of a tropical storm where subsidence occurs and often clearing occurs is termed the:
a. eye b. mouth c. ear d. nostril

January 10, 2021 – Due date for submission of all the answers to the activities, assessments, performance task
continued in this lesson.

LESSON 3: SPACE AND ROCKS

Objective
a.) Compare and contrast comets, meteors, and asteroids. Week 7 and 8

INTRODUCTION
Every now and then, observatories will tell people to be on the lookout for meteor showers. On a dark, moonless
night, away from bright city lights, meteor showers can be a spectacular view. Imagine seeing several “stars” falling or
shooting down to Earth one after another at the rate of 10 to 12 per hour. Just what are meteor showers and how do
astronomers know when they will occur?
PRE-ASSESSMENT:
Directions: Let’s find out how much you already know about this lesson. Answer the questions below. Write the
letter of the correct answer.
1. What are commonly called as “shooting stars”?
A. asteroids B. comets C. meteors D. meteorites
2. What are found in the circular or somewhat like “doughnut-shaped” region between Mars and Jupiter?
A. asteroids B. comets C. meteors D. meteorites
3. Which Near-Earth Objects (NEO) are found on the Kuiper Belt and Oort Cloud?
A. asteroids B. comets C. meteors D. meteorites
4. What are comets made of?
A. dust only B. metal only C. dust and metal D. dust, metal, and ice
5. What do you call the shining “head” around a comet?
A. coma B. crown C. halo D. ring
EXPLORE

Have you always been fascinated by the stars, the moon, or planets? Where do asteroids, meteoroids and comets came
from? Find out as your journey starts to a world of learning in this lesson.
To understand the lesson, read your textbook (pages 162-173 in Exploring Life Through Science Series book and pages
192-200 in science links book)
 13

ACTIVITY 1. 1 PIC 1 WORD!

Directions: Identify the pictures below whether it is meteorite, meteoroid, or meteor.

1. ________________ 2. _________________ 3. __________________

FIRM UP
Comets, meteors, and asteroids come in different sizes and compositions. A
relatively higher amount of silicate content caused these celestial bodies to
reflect light. Silicates are types of metal that contain silicon, oxygen, and at
least one metal. If an asteroid has fewer silicate content, then it would be
hard to see it even with the aid of a telescope because only a small part of
the asteroid can reflect light and it might seem smaller than its actual size.
Fig. 1

Fig. 2

Both the comet and asteroid orbit the Earth and move relatively
slow when viewed from the Earth. This means that you can view
a comet for up to a year in the night sky. The main difference
between the comet and asteroid is the origin. Comets typically
come from the Oort Cloud which is beyond the solar system and
some from the Kuiper Belt which is beyond the Neptune’s orbit.
Long-period comets originate from the Oort Cloud while a short-
period comes from the Kuiper Belt.
Comet Halley is the most well-known short-period
comet of the 20 century since it takes 75 to 76 years for this comet to orbit the Sun. We can view it in the sky every time
th

it comes closer to the Sun. All other comets have been identified as long-period comets since it takes 200 to several
thousand years to complete their orbit around the Sun. On the other hand, asteroids originate from the Asteroid Belt.
These are found between Mars and Jupiter.
The recent theory states that the Asteroid Belt was heavily populated with asteroids, but the gravitational pull of
Jupiter has made these asteroids thrown. It was also theorized that Jupiter’s gravitational pull prevented these asteroids
from forming into a new planet. Another group of astronomical researchers theorized that the Asteroid Belt was an empty
space and the debris of other planets have filled this area with the objects which are then called asteroids.
The orbit of an asteroid is more rounded and less elliptical than the orbit of a comet. In February 2013, Asteroid
2012 DA14 made a closer approach to Earth as it orbited around the Sun.
The asteroid was just 27,700 km away from the Earth, the closest that an asteroid has ever been in recent
memory. In December 2012, during the issue of the doomsday prophecies, Asteroid Toutatis has made a near approach
to Earth but not as close as Asteroid 2012 DA14.

Figure 3: The Asteroid and Comet’s Orbit

Illustrated by: Shawn Dwight A. Ga
 14

Figure 1 shows the orbits of asteroid and comet. The orbit of an asteroid is more circular compared to that of the comet.
An asteroid’s orbit lies between Mars and Jupiter. The region between these two planets is called Asteroid Belt. On the
other hand, the orbit of a comet is more elongated or elliptical in shape since it extends from the far region of the solar
system. Oort Cloud is found beyond the solar system while Kuiper Belt is located beyond Neptune.
Another difference between asteroids and comets is their chemical compositions. Asteroids contain rocks and metals
while comets contain ice or icy objects including dusts, metals, and elements like Sodium and Argon. Unlike a comet, an
asteroid is composed mostly of rocks and metals that are mostly Iron and Nickel. Scientists discovered that Comet-Hale
Bopp contains Argon which made the comet appear brightly.
The “dirty snowball” made of ice is the nucleus of a comet. As the comet
gets closer to the Sun, the ice melts and evaporates together with dust
particles. These particles of gases make a shining “head” around the comet
called a coma.

Fig. 4

The composition of an asteroid provides information to the chemical compositions of planets in the solar system. Iron
and Nickel are the asteroid's components which are the same metals that make up the Earth’s core. An element called
Iridium was discovered on oceanic sedimentary layers of Denmark, Italy, and New Zealand, by Alvarez Brothers namely
Luis and Walter Alvarez. They have discovered the rocks that contains higher level of iridium compared to the Earth’s
crust which is with the same level of iridium of the asteroid. Because of this, they have presumed that asteroids landed on
Earth that caused the death of the dinosaurs. They came up to their hypothesis which was later called as Alvarez
Hypothesis.

Based on Alvarez hypothesis, an asteroid with about ten kilometers in diameter made an impact on Earth. This
phenomenon caused the blocking of sunlight in the air, bringing a period of long winter that caused the mass extinction
of plants and animals including the dinosaurs.

Source : https://pixabay.com/photos/asteroi d-
meteorit e-impac t-meteo r-179319 /

Illustrated by Mary Grace M. Lad

Figure 4: Meteor Figure 5: Meteoroid, Meteor, and Meteorite

Meteoroids are remnants or fragments of asteroids and comets located outside the Earth's atmosphere. Meteoroids
originated from the collision of asteroids. They were also known to be the debris of comets that travel around the sun or
debris from the impact of collision of Mars or the moon with asteroids. When these meteoroids enter the Earth’s
atmosphere, it will then be called meteors as shown in Figure 5. When these landed on the Earth’s ground, it is then
called meteorites as shown in Figure 5.
An object that begins as a meteoroid skimming through space creates a streak of light as a meteor (or commonly known
as “shooting star”) as it enters Earth’s atmosphere. If it was not vaporized completely by frictional heat and was able to
land on the Earth’s ground, it is called meteorite. There are times in the year where we can observe meteor showers
occurring when the Earth passes through debris left by comets or asteroids.
 15

For more information about this lesson read pages 161-170 in (Exploring Life Through Science Series) and pages
192-200 in (Science Links).
ACTIVITY 2: TAKE IT FROM MIXING AND COLLIDING
Directions: Determine the Near-Earth Objects after mixing or colliding the different celestial components.

(Source:https:/ / pixabay.com/photos/g r
(Source:https://pixabay.com/photos/ s (Source: https://pixabay.com/photos/rac e- id- wir e- mes h - stainles s - rod s - 826831 / / )
ton e- glas s - colorfu l - ge m - colo r - 6580 / ca r - rac e-trac k -dir t-roa d- ca r -1031767 / )

ice dust metal

(Source: https://pixabay.com/photos/rac e- (Source:https://pixabay.com/photos/g r

ca r -rac e-trac k -dir t-roa d-ca r - 1031767 / ) id-wir e-mes h -stainles s -rod s-826831 / / )

dust metal

collision
(Source:https://pixabay.com/photos/as t (Source:htt p s://pixabay.com/photos/as t
eroi d - meteorit e-come t- 63125 / ) eroi d- meteorit e- come t - 63125 / )

asteroid asteroid
DEEPEN
Now that you have examined differences and characteristics let’s now extend your understanding by investigating
more information's about other objects in the solar system which includes asteroids, comets, and meteoroids.

ACTIVITY 3: LET US KNOW THEM MORE

Directions: Fill in the Venn diagram by identifying the different components present in comets, meteors, and asteroids
from the box below.
metals silicates dusts rocks
Iron Nickel coma
clay Ion Nucleus

Asteroid
s

Meteor Comet
s s
 16

Clues: At the intersection of the circles, write the components that are both present in the two circles from the two Near-
Earth Objects mentioned. At the center, write the components that are common from comets, meteors, and asteroids.

VALUES INTEGRATION
RESPECTFUL
Show appreciation for the night sky because Earth is just a small part of a bigger system and humans are just a
speck in it.
TRANSFER
Your goal in this section is to apply your learning to real life situations. You will be given a practical task which
will demonstrate your understanding of the lesson.
ACTIVITY4. “REFLECTION”
Directions: Write a reflection about asteroids, comets and meteoroids by considering the questions
Why solar system is not just composed of the sun, moons and planets? Why we also considered space rocks as part of the solar
system? Your output will be graded in the criteria below.

CRITERIA:
Relevance to the Theme 40%
Originality 40%
Creativity 20%
Total 100%
EVALUATION
Directions: It’s now time to evaluate your learnings. Answer the questions below. Write the letter of the correct answers.
1. What is an Asteroid Belt?
A. It has rocks crossing the Sun, Mars, and Jupiter.
B. It has rocks crossing the Sun, Jupiter, and Uranus.
C. It is an area between Mars and Jupiter where most asteroids are found.
D. It has rocks between the Earth and Jupiter where most asteroids are found.
2. What is a meteorite? It is a __________.
A. dim meteor B. bright meteor C. light meteor D. remains of meteoroids that hit the Earth
3. What is a comet? It is a/an __________.
A. rock from Mars
B. class of smaller inner solar system bodies that orbit around the sun
C. icy ball of rock that displays a coma, a fuzzy temporary atmosphere, or a tail when it travels close to the sun
D. natural object from small to huge that originates in space and survives the impact on the earth’s surface
4. What composes silicate?
A. silicon, oxygen, and at least one metal C. silicon, methane and a rock
B. silicon, carbon, and at least one metal D. iron, nickel, and argon
5. Why do scientists study comets?
A. They are valuable minerals.
B. They could provide Earth with rocks.
C. They can help make the Earth a habitable planet.
D. They provide information how the Earth obtained liquid water.

January 24, 2021 – Due date for submission of all the answers to the activities, assessments, performance task
continued in this lesson.

NEED TO BE ANSWERED DEADLINE

LESSON 1 December 04, 2021
LESSON 2 January 10, 2021
LESSON 3 January 24, 2021