SMILE

(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet

SCIENCE 8
K to 12 BASIC EDUCATION PROGRAM

1
SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: ____________________________________________________________________
Section: _________________________________ Date: ___________________________

SCIENCE 8
(Q2_LP1)

BACKGROUND INFORMATION FOR LEARNERS:

An earthquake is one of the most frightening things that anyone can even
experience. Strong earthquakes have caused countless destructions all over the world.
These can damage or destroy buildings and other structures.
Earthquakes are associated with faults. When a fault suddenly moves an
earthquake occurs. Do you know what a fault is? Faults are rock fractures or cracks
where a block of rock moves with respect to one another, caused by forces underneath
the earth. How does movement of the fault generate earthquake? Let’s find out by doing
the following activities.

LEARNING COMPETENCY WITH CODE:

Using models or illustrations, explain how movements along faults generate

earthquakes.
(S8ES – IIa- 14)

Objectives:
Specifically, you should be able to:
1. Create a fault model
2. Explain how a fault is formed
3. Using model/illustration, explain how movements along fault generate
earthquakes.

ACTIVITIES/ EXERCISES:

ACTIVITY 1: FAULT MODEL

Objectives:
Construct a model of a Fault

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Materials:
crayons or colored pencils
scissors
tape or glue
metric ruler
folder/ cartolina
Fault Model Sheet
Procedure:
1. Color the fault model that is included according to the color key provided.
2. Paste or glue the fault model onto a piece of folder or cartolina.
3. Cut out the fault model and fold each side down to form a box with the drawn features
on top.
4. Tape or glue the corners together. This box is a three-dimensional model of the top
layers of the Earth's crust.
5. The dashed lines on your model represent a fault. Carefully cut along the dashed lines.
You will end up with two pieces. Tape or glue a piece of construction paper on the
side of the two fault blocks along the fault face. This will help with the demonstration.

Slide Block A upward while keeping B stationary.

a. Which way did point B move relative to point A?
b. What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d. What would likely happen to the river? the road? the railroad tracks?
e. What landform could have been formed?

Slide Block B upward while keeping A stationary

a. Which way did point B move relative to point A?
b. What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d. What would likely happen to the river? the road? the railroad tracks?
e. What landform could have been formed?

Slide Block A sideward while keeping b stationary

a. Which way did point B move relative to point A?
b. What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d. What would likely happen to the river? the road? the railroad tracks?

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 Activity 2: A FAULT-Y SETUP
In this activity you are going to use the model you’ve created in the activity 1 in order
to describe the appearance of a fault and explain how faults are formed. Please be guided
by the materials and procedure for this task.

Materials Needed:
two sheets of cardboard (or folder)
fine sand
ruler

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 newspaper (or plastic sheet) as wide as a newspaper page

Procedure:
1. Spread the newspaper on a table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge (Figure 1).

Figure 1. Cardboard sheets placed side by side.

3. Pour sand along the boundary of the two sheets (Figure 2).

Figure 2. Send along the boundary.

4. With the ruler, flatten the top of the sand and make two parallel lines.

Figure 3. Top of sand flattened.

5. Now, move the sheets slowly in the direction shown in Figure 3.

Guide Questions:
Q1. As you move the sheets, what is formed in the sand?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q2. What happens to the lines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Q3. What does this line represent?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q4. What is a fault?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________
Q5. How is fault formed?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________

Based on the activity, you can probably guess what a fault is by now
and how it is formed?

Activity 3: STICK ‘N’ SLIP

This time we will study how earthquakes are related to faults,

specifically how movements along fault able to generate
earthquakes. Come on, let’s try to explore!

Objectives:
After performing this activity, you should be able to:
1. Explain how faults generate earthquakes using models
Materials Needed:
Use the Fault model created by you in activity 1
small house/tissue paper
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 one box.
(see Figure 5. The ruler is included for scale.)

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 Figure 5. Two boxes – one with rubber band and attached to a paper clip
2. Place the boxes side by side. Put a toy house or any object on the box with rubber band.
Then tape lightly the two boxes together as shown in Figure 6.
Important: Do not stick the tape on the boxes too much. The tape meant to come off.

Figure 6. Two boxes side by side and lightly taped. Toy house on top of box with rubber
band.
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.

Figure 7. Rubber band on box with toy house pulled slowly. Observe what happens.

Guide Questions:
Q1. Keep on pulling on the rubber band. What happens to the tissue paper attached to
the model?
_____________________________________________________________________
_____________________________________________________________________
Q2. What happens to the “house”? which one represents t
_____________________________________________________________________
_____________________________________________________________________
Q3. In the set-up, which one represents the “fault”?
_____________________________________________________________________
_____________________________________________________________________
Q4. Using the model, how are earthquakes generated along faults?
_____________________________________________________________________
_____________________________________________________________________

The outer crust of the Earth is divided into huge plates. Driven by convection
currents that permit heat to escape from the Earth’s interior, the plates move at a rate of
about ½ inch to 4 inches per year, displacing continental land masses and ocean floor
alike. The forces that move the plates create stresses within the Earth’s crust and can
cause the crust to suddenly fracture. The area of contact between the two fractured

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crustal masses is called a fault. Earthquakes result from sudden movements along
faults, creating a release of energy. Movement along a fault can be horizontal, vertical,
or both.

Source: Grade 8 SLM

Referring to activity no. 3, imagine the boxes as the ground, and the boundary
between them as a fault. Energy from inside the Earth makes the ground move. Once
friction is overcome, the ground suddenly moves, and an earthquake occurs. Some
scientists describe this process as stick and slip. At first, the rocks are stuck together
due to friction. Later, the rocks suddenly move, generating an earthquake. Every time a
fault slip, an earthquake is generated.
An earthquake is caused by a sudden slip on a fault, much like what happens
when you snap your fingers. Before the snap, you push your fingers together and
sideways. Because you are pushing them together, friction keeps them from moving to
the side. When you push sideways hard enough to overcome this friction, your fingers
move suddenly, releasing energy in the form of sound waves that set the air vibrating
and travel from your hand to your ear, where you hear the snap.
The same process goes on in an earthquake. Stresses in the earth’s outer layer
push the sides of the fault together. The friction across the surface of the fault holds the
rocks together so they do not slip immediately when pushed sideways. Eventually
enough stress builds up and the rocks slip suddenly, releasing energy in waves that
travel through the rock to cause the shaking that we feel during earthquake. And
earthquake occurs when plates grind and scrape against each other.

REFLECTION:

I learned that ______________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________

I enjoyed most on ___________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________

I want to learn more on_______________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________

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 REFERENCES FOR LEARNERS:

References:
Marites D. Aquino, Meliza P. Valdoz, Jan Jason M. Mariano and Mary Anne T. Bascara, Science
Links Worktext in Science and Technology Grade 8 First Edition 2013. (Rex Printing Company,
Inc., 2013), 350-365.
Grade 8 Learning Module in Science, Unit 2 Module 2 Earthquakes and Faults. 116-124.
Fault types. Video Demo Accessed July 11, 2020, www.iris.edu/hq/inclass/video/54
Faults, Accessed April, 2019, www.phivolcs.dost.gov.ph
faultfinder.philvolcs.dost.gov.ph
Plate Boundaries, Animation Accessed July 11, 2020, www.iris.edu/inclass/animation/492

ANSWER KEY:

Activity 2 – A Fault -y Setup

Q1. A crack, line or break is formed in the sand.
Q2. The lines are shifted or displaced.
Q3. The line represents fault.
Q4. A fault is a break on the Earth’s crust which generates movements on the ground.
Q5. When rock on one side of the fault slips with respect to the other, earthquake may occur.
Activity 3 – Stick ‘n’ Slip
Q1. The tissue paper moves and forms crack on it.
Q2. The ‘house’ falls.
Q3. The ‘fault’ is the boundary between the two boxes.
Q4. Earthquakes are associated with faults. When a fault suddenly moves, an earthquake occurs.

DEVELOPMENT TEAM
Author/ Writer: Melanie S. Ricarte
Content Editor: Helen B. Mesa
Language Editor: Shiela P. Alberto
Education Program Supervisor: Jade O. Alberto, EdD

9
SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _________________________________________ ___________________________
Section: _________________________________Date: ___________________________

SCIENCE 8
(Q2_LP2)

BACKGROUND INFORMATION FOR LEARNERS:

The cause of the earthquake is determined by studying focus whereas epicenter

gives information about the extent of damage. An earthquake’s epicenter and focus are
both determinants of the origin of the ground movements. Since focus is not seen by
people, the concept of epicenter was introduced to let people visualize the focus from
where the earthquake originated.
Epicenters are located on the surface of the Earth. It is the spot directly above an
earthquake’s focus, while the focus is beneath the crust and located right below the
epicenter.
A fault is a break in the Earth’s crust, and along this breaks, significant movement
has taken place. A fault may be active or inactive. Active fault is that has moved in the
past and is expected to move again.
The epicenter is more or less just above the point where the fault line ruptured.
That is where the shock waves originate. Then, they travel on the surface of the earth like
ripples on a pond. So, as they travel and move farther and farther away from the
epicenter, the shock gets absorbed on the way and the strength of the wave lessens.
Focus is the place where the fault begins to slip. It is where the first movement
occurs. Thus, the focus is the origin of the earthquake.
An earthquake maybe describes in two ways: Intensity and Magnitude. The
intensity of an earthquake gives us an idea of how strong or weak the shaking is. The
intensity of the earthquake is the measure of the shaking at each location, and this varies
from place to place, depending mostly on the distance from the fault rupture area. It is the
property of the earthquake that indicates the effects and extent of damage it caused.
Earthquake intensity is measured by the Richter Scale. The scale measures the energy
dissipated in it with 1.5 indicates the smallest earthquake that can be felt, 4.5 an
earthquake causing slight damage, and 8.5 a very devastating earthquake.
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) uses the
following scale to describe the intensity of earthquakes in the Philippines.
PHIVOLCS Earthquake Intensity Scale (PEIS)

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 Magnitude is a fixed value independent of distance from the epicenter of the
earthquake, whereas intensity varies and is measured differently at different places
depending upon its distance from the epicenter. Intensity decreases as we move farther from
the epicenter, while magnitude remains unchanged

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 The released energy can be calculated by scientist, and it is called magnitude.

The greater the magnitude, the stronger the earthquake. Hindu- Arabic numbers
such as 1-2-3 are used to indicate the strength of the earthquake. An earthquake’s
magnitude is measured by a network of stations with equipment- seismographs and
seismometer. Seismometers are instruments that measure motion of the ground,
including those of seismic waves generated by earthquakes, volcanic eruptions, and other
seismic sources.

LEARNING COMPETENCY WITH CODE:

Differentiate the Epicenter of an earthquake from its focus; intensity of an

earthquake from its magnitude; active and inactive faults. (S8ES- IIa-15)
Objectives:
Specifically, you should be able to:
1. Differentiate the epicenter of an earthquake from its focus using model
2. Differentiate intensity of an earthquake from its magnitude

ACTIVITIES/ EXERCISES:

ACTIVITY 1: EPICENTER OR FOCUS

Directions: Classify the following statements as EPICENTER or FOCUS by checking
the appropriate column in the table.

Directions: Label the drawing properly. Choose your answer from the given choices below
then write your answer inside the box.

A. Epicenter B. Shock waves C. Focus D. Fault E. Fault line

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Explain the following briefly:
When earthquake occurs, where would shaking be greater? Near the epicenter or away
from the epicenter? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Where would be the greater damage? Near the epicenter or away from the epicenter?
Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ACITIVITY 2: INTENSIFYING EXPERIENCE

Directions: Below are pictures depicting possible reactions of people and things around us
during earthquake. Given the space, identify the earthquake intensity number of each and
describe the picture using one sentence.

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14
 ACTIVITY 3: EARTHQUAKE ALERT

Directions: Read the selection carefully and answer the given questions briefly

QUESTIONS:
What is the selection all about?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Where and when did it happen?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Who were affected in the incident? How did they react in the situation?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What were their observations and the people who responded to help and rescue
them? (Give at least 5)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Based on their observations, what do you think is the earthquake intensity that hit
Davao City. Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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 Activity 4: FAULT FINDER
Directions: Complete the table below. Identify Active Faults in the Philippines, refer to
the map as your reference.

Modified True or False. Write True if the given statement is correct. If wrong, change
the underlined word/ number with another word/ number that will make the statement
right. Write your answer on the space provided.
__________ 1. An active fault that generated earthquakes before is capable of causing
more in the future.
__________ 2. PAGASA has a map that shows the active faults in the Philippines.
Practice Personal Hygiene at all times 29.
__________ 3. If a fault shows evidence of seismic activity in the last 1000 years,
geologist consider it active.
__________ 4. A fault can be a break on the Earth’s crust.
__________ 5. When a fault moves, earthquake occurs.
Enumeration:

Activity 5: ACTIVE FAULTS IN THE PHILIPPINES

Directions: Complete the bubble map with information as indicated.

Complete the bubble map.

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 Marikina Valley Fault is also known as the Valley Fault System. It is considered
the most dangerous fault in the country because it cuts through almost all the
progressive and crowded portions of Manila.

Encircle the identified cities and provinces of the Marikina Valley Fault from the bubble
map above using the map below.

Questions:
What do you notice with the involved cities and provinces in the Marikina Valley Fault?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What would you suggest to people living in these susceptible areas to earthquake?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What helpful earthquake tips have you learned at school which you would to share your
siblings and classmates?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 REFLECTION:

In the third law of motion, if there is an action, there will be a reaction. In real life
situations, good deeds yield the same. Thus, be reminded of the golden rule: Do not do
unto others what you do not want others do unto you.

I learned that
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I enjoyed most on
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I want to learn more on
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

REFERENCES FOR LEARNERS:

Campo, Pia C., et. al. 2003. Science – Grade 8. Learner’s Module. Pasig City:
Department of Education.
LAS, Cagayan Valley

https://earthquake.usgs.gov/data/comcat/data-eventterms.php
https://www.ajc.com/news/national/earthquakes-the-numbers-what-does-magnitude-
mean/95ktTQvt8ZWRDXQpSbuEUP/
https://www.britannica.com/science/earthquake-geology/Intensity-and-magnitude- of-
earthquakes
https://www.boklit.com/2019/11/list-of-active-philippine-fault-lines.html
https://www.differencebetween.com/difference-between-focus-and-vs-epicenter/
https://www.phivolcs.dost.gov.ph/index.php/2-uncategorised/635-philippine-faultzone-

ANSWER KEY:

ACTIVITY 1
I. Directions: Classify the following statements as EPICENTER or FOCUS by checking the
appropriate column in the table.

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II.

III. Explain the following briefly:

1. When earthquake occurs, where would shaking be greater? Near the epicenter or away from
the epicenter? Why? During the earthquake, shaking is greater at the epicenter because
Epicenter is located just above the focus. Focus is where the origin of an Earthquake. The closer
you are to the source of shaking, the stronger the shaking it produced.

2. Where would damage be more? Near the epicenter or away from the epicenter? Why?
For the most part, an earthquake will be most intense at the epicenter, but that is not always the
case. In Seismology, the epicenter is the point on the Earth's surface directly above the point
where the fault begins to rupture, and in most cases, it is the area of greatest damage.

ACTIVITY 2

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 Intensity #3 Felt quite noticeably by most people indoors.
ACTIVITY 3
1. The selection is all about the October 2019 earthquake that struck Ecoland 4000.
2. The earthquake happened in Ecoland Condominium in Davao City last October 31, 2019.
3. Affected individuals were 8 families who were residents of Ecoland 4000 condominium. They
got too frightened and ran outside the building
4. ✓ The condominium did not totally collapse.
✓ Portions of exterior and interior walls have numerous cracks.
✓ Some ceilings fell off.
✓ Most units have fallen heavy furniture.
✓ Severely damaged electrical wirings.
5. Acceptable answer is Intensity 6 and Intensity 7, because the following signs were observed:
• It was felt by all.
• Many were frightened.
• Some heavy furniture moved.
• Furniture were shifted and objects have fallen
• There are damages seen in the buildings such as cracks on the walls
ACTIVITY 4

II.
1. True
2. PHIVOLCS
3. 10,000
4. True 5. True

III.
1. SHIFTED STREAM CHANNEL
2. A CUT ACROSS THE STREAM
3. GROUND SHIFTING
4. RECURRING EARTHQUAKE IN THE AREA
5. RUPTURES ON THE GROUD SURFACE

ACTIVITY 5: ACTIVE FAULTS IN THE PHILIPPINES

I. Marikina Valley fault
2. Western Philippine Fault
3. Eastern Philippine Fault
4. Southern Mindanao Fault
5. Central Philippine Fault

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1. What do you notice with the involved cities and provinces in the Marikina Valley Fault?
Most of these cities and provinces involving Marikina Valley Fault cuts through almost progressive
and crowded portions of Manila.
2. What would you suggest to people living in these susceptible areas to earthquake?
They should practice preventive measures to help prepare in the possible occurrence of
earthquake. Drills must be taught to everyone especially the students and there should be
proper information dissemination on the do’s and don’ts during earthquake.
3. What helpful earthquake tips have you learned at school which you would to share your siblings
and classmates?
Since glass windows can shatter during an earthquake and have the potential to cause
harm, it’s better to stay away from them.
If you’re unable to get out of the place, stay indoors under a desk or table.
Protect your head.
When you’re outdoors, move to a clear area.
Be away from signs, trees, electrical wires, buildings and poles.
Seek shelter under stable tables or under door frames.
If outside, stay away from buildings, bridges and electricity pylons and move to open
areas.

DEVELOPMENT TEAM
Author/ Writer: Melanie S. Ricarte
Content Editor: Helen B. Mesa
Language Editor: Shiela P. Alberto
Education Program Supervisor: Jade O. Alberto, EdD

21
SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _________________________________________ ___________________________
Section: _________________________________Date: ___________________________

SCIENCE 8
(Q2_LP3)

BACKGROUND INFORMATION FOR LEARNERS:

The final frontier is not space: It is the Earth. For many years, scientists were
battled to understand the internal structure of the earth since its extreme conditions make
it impossible to explore. In fact, the deepest borehole made on the surface of the earth is
only 10-kilometer, which is skin-deep of the earth’s surface. Because direct exploration is
so restricted, investigators are forced to rely extensively on geographical measures.
How did scientists able to figure out the internal structure of the earth?
Earthquakes reveal the structure of the earth’s interior. When tectonic plates move past
each other, they sometimes catch and break producing sound waves too low for us to
hear. These shockwaves of energy are called as seismic waves which travel far from the
focus of the earthquake thereby telling scientists where and when an earthquake has
occurred. These seismic waves offer a glimpse of what is below the earth. Mapping out
the interior of the earth is done through tracing the pathway of these waves produced
usually during earthquakes that are bent, reflected, sped up, or delayed by various earth
layers. Then, seismographs record these waves. Seismologists interpret these data by
understanding the behavior of these waves. They can tell us the densities of each layer,
or even its phases.
Seismic waves can be (1) body waves or (2) surface waves. Body waves travel
within Earth’s interior whereas surface waves move through Earth’s surface. Body waves
are categorized as to (a) primary and (b) secondary waves. The Primary waves are
longitudinal wave, it travels fast and can penetrate through solids, liquids and gases. It
reaches a detector first and it is also called compressional wave. The Secondary waves
are transverse waves which travel slower than P waves and can travel in solids. The idea
that the S-wave cannot travel through any liquid medium led the seismologists to
conclude that the outer core is a liquid. Seismic waves behavior as it travels in the depths
of the earth gave the scientist much information about the Earth’s internal structure.
In this learning sheet, we will probe on the use of body waves by understanding
how they provide information of Earth’s interior.

LEARNING COMPETENCY WITH CODE:

Explain how earthquake waves provide information about the interior of the earth.
(S8ES-11-C_17)

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 ACTIVITIES/ EXERCISES:

ACTIVITY: WHAT IS WITHIN?

Directions: Label each layer of the earth. After which, describe its components, densities
and structure on the table below.

Name Description
A

What makes exploration of the earth’s interior impossible?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________.

ANALYSIS 1: SEISMIC WAVES

The figures below are a representation of two seismic waves as they travel towards
the center of the Earth from a focus. Carefully analyze the figures and understand the
types of waves that travel in the internal layers of the earth.

A B

Source: Grade 10 Science Module

How will you describe waves in figure A? B?
______________________________________________________________________
______________________________________________________________________
___________________________________________________________.

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What explains why wave A stopped at the core while wave B was refracted?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Can you explain how the behavior these waves provide information of the earth’s interior?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What kind of seismic wave is figure A? B?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ANALYSIS 2: IS IT A P, S or SURFACE WAVE?

Analyze each statement below and write P if it refers to a Primary Wave, S if it refers to
a Secondary wave, and SW if it is a surface wave.

_________1. It travels fast with a speed of 1 to 14 km/s.

_________2. It comes after body waves.
_________3. It can travel in solid, liquid, and gas.
_________4. It manifests compression waves.
_________5. These are caused by P- and S-waves.
_________6. It is also called a “shear wave”.
_________7. It can be stopped by a liquid and a gas.
_________8. It is a longitudinal wave.
________ 9. It travels second to the seismic station.
_________10. It travels on the surface of the Earth.

ABSTRACTION: COMPLETE ME

Compare P and S waves by completing the table below. Write your answer in the proper
column.

24
Differentiate P from S waves
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

APPLICATION: WORKING IT FURTHER!

Conduct a research and try to understand how the following natural and man-made
phenomena can contribute in understanding the internal structure of the earth.

How it helps in understanding the internal

structure of earth.

Volcanic Eruption

Bombs

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 REFLECTION:

I learned that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I enjoyed most on
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I want to learn more on

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Holistic Rubric for Scoring Every Response

Integration of Concept 2
Coherence and Appropriateness 2
Use of Process Skills 1
Total 5

REFERENCES FOR LEARNERS:

Acosta, Herma D., et-al. 2015. Science Grade 10 Learner’s Module, Pasig City, Department of
Education
Campo, Pia C., et al. 2013. Science Grade 8 Learner’s Module. Pasig City. Department of
Education LAS. Cagayan Valley. 2020.
Oxford Cambridge and RSA Resources. 2014. GCSE Physics Lessons Element Teachers’
Instructions. OCR
Padua, Alicia L., et-al. 2010. Practical and Explorational Physics Modular Approach, Vibal
Publishing House, Inc. Second Edition
Sarah Friedl June 25, 2020 https://study.com/academy/lesson/how-scientists-study-earths-
interiorstructure.html#lesson

ANSWER KEY:

Activity: What is within?

Crust A thin shell on the outside of the earth, accounting for less than 1% of Earth’s
volume. Estimates of average density for the upper crust range between 2.69 to
2.73 g/cm3 and for lower crust between 3 to 3.25 g/cm3.
Mantle Mantle is made up of oxygen, silicon, magnesium, iron, aluminum, calcium,
sodium, and potassium. These are all bound together in silicate rocks It is
predominantly solid but it behaves as a viscous fluid. It has a thickness of 2900
kilometers making 84% of Earth’s volume.

26
 Outer A fluid layer composed mostly of iron and nickel about 2400 kilometers thick.
Core Temperature is estimated at 2730-4230 0C. It is a low-viscosity fluid that convects
turbulently.
Inner A solid ball at the center of the Earth about 1220 kilometer in radius. It is believed
Core to be composed of iron-nickel alloy with some other elements. Temperature is
approximately 5430 0C which is about the temperature at the surface of the sun.
Analysis 1: Seismic Waves
Answers may vary
Analysis 2: Is it a P wave of an S wave?
1. P 2. SW 3. P 4. P 5. SW
6. S 7. S 8. P 9. S 10. SW

Abstraction: Complete Me

Application: Working it further!

Answers may vary

DEVELOPMENT TEAM
Author/ Writer: MICHAEL B. BIBON
Content Editor: Helen B. Mesa
Language Editor: Shiela P. Alberto
Education Program Supervisor: Jade O. Alberto, EdD

27
SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _______________________________________________________________________

Section: _______________________________________ Date: _________________________

SCIENCE 8
(Q2_LP4)

BACKGROUND INFORMATION FOR LEARNERS:

A typhoon is a mature tropical cyclone having a circular or spiral system of violent

a winds, typically hundreds of kilometers or miles in diameter. The winds spiral around a
region of low atmospheric pressure. A typhoon is also one of the most destructive weather
phenomena in the tropics. In Philippines, we experience an average of 20 typhoons every
year. Typhoons are assigned with different names depending on the region where they
are formed. In the West Pacific Ocean, they are called typhoons. Typhoons develop in
the Western Pacific Ocean between 180 degrees East longitude or West of International
Date Line. In the Atlantic Ocean, they are called hurricanes.
Hurricanes form over the North Atlantic Ocean and Northeast Pacific Ocean east
of the International Date Line or 160 degrees east of South Pacific Ocean and with
sustained winds that reach or exceed 74mph. In the Indian Ocean, they are called
cyclones. Cyclones are formed over the South and Indian Ocean. Hurricanes, typhoons
and cyclones are all rotating storms in the tropics. Because of the Coriolis effect, they
rotate counterclockwise in the Northern Hemisphere and clockwise in the Southern
Hemisphere. Pacific Typhoons have formed year -round with peak months from August
to October, the peak months correspond to that of the Atlantic hurricane seasons.

Typhoon develops in the tropical oceans when areas of high-pressure rush toward
areas of low pressure. In this activity, you will investigate how bodies of water and land
masses affect the formation of the typhoon.

LEARNING COMPETENCY WITH CODE:

MELC:

Explain how typhoon develops and how it is affected by landmasses and bodies
of water. (S8ES-llf-21)

ACTIVITIES/ EXERCISES:

ACTIVITY 1: CONNECT ME
Match the phrase in Column A with the correct term in Column B. Write the letter
of the correct answer on the blank before the item number.

28
Column A Column B
___1. A system of thunderstorm that are A. Eye
moving around a center
___2. It is where the severe weather B. Tropical cyclone
occurs
___3. Calmest part of a typhoon C. Hurricane
___4. Develops in the Northeast Pacific D. Super typhoon
Ocean and Atlantic Ocean
___5. Greater than 200 kilometers per E. Eye Wall
hour
___6. Tropical cyclone in the Western F. Typhoon
Pacific Ocean
___7. Measures air pressure G. Barometer
___8. Measures temperature H. Meteorologist
___9. A weather forecaster I. Thermometer
___10. Coastal flood of rising water J. Storm surge
associated with low pressure
weather
K. Thunderstorms

ACTIVITY 2: PARTS OF A TYPHOON

Use the words in the Word Pool below to label the parts of a typhoon.

Source: google.com
Word Pool
eye
eyewall
spiral rain bands
How do you describe the following terms below?
A. Eye-
______________________________________________________________________
______________________________________________________________________
B. Eyewall-
______________________________________________________________________
______________________________________________________________________
____________________________________________________________.

C. Spiral rain bands-

______________________________________________________________________
______________________________________________________________________

29
 ANALYSIS: STRENGTHENED OR WEAKENED?
The table below shows how landmasses and bodies of water affect typhoons.
Refer to the table to answer the following items. Write the word TRUE if the statement is
correct and if the statement is false, change the underlined word to make it correct.

____ 1. Water radiates heat energy more efficiently than the ground does.
_____2. The heat coming from the surface layer of the ground drives updrafts and
evaporated moisture upward.
____ 3. Typhoons become stronger as it moves on to the land.
____4. Bodies of water scrape off much of the moisture in the wind
____5. As heat of the ocean is adding energy, air pressure increases
____ 6. A typhoon is weakened once it hits a mountain range
____7. Typhoons lose energy from warm ocean water
____8. Typhoons lose energy once they move on to land.
____9. Typhoons gain energy over cold water.
____10. Rising warm air over landmass creates depression.

ABSTRACTION: CYCLONE CATEGORY

Use the data below on wind gustiness in the given Tropical Cyclone Category.
Under the typical wind effects, give situations that depict the level of cyclone damage.

30
Questions:
1. What is the importance of giving Public Storm Warning Signals (PSWS) for all
tropical cyclones that enter the Philippine Area of Responsibility?
______________________________________________________________________
______________________________________________________________________
____________________________________________________________.
2. What are the tropical cyclone warning signals in the Philippines? Give the meaning of
each warning signal.
______________________________________________________________________
______________________________________________________________________
___________________________________________________________.

APPLICATION: EMERGENCY PLAN

Create an emergency plan for your family on how to secure properties and life
before, during, and after a typhoon. Use the table below for your answer.

Emergency Plan for Typhoons

Before During After

REFLECTION:

I learned a lot on:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
I want to learn more on:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Holistic Rubric for Scoring Every Response
Integration of Concept 2
Coherence and Appropriateness 2
Use of Process Skills 1
Total 5

31
 REFERENCES FOR LEARNERS:

Aquino, Marites D., et.al. 2013. Worktext in Science and Technology Science Links. Rex
Bookstore, Inc. (RBSI). Sampaloc Manila

LAS. Cagayan Valley. 2020.

Campo, Pia C., et. al. 2013. Science- Grade 8. Learner’s Module First Edition.
Department of Education. _Pasig City Vibal Publishing House, Inc.

DiSpezio Michael, et. al. 2002. Science Insight: Exploring Earth and Space. Pearson
Education Asia Pte Ltd. Practice Personal Hygiene at all times. 61

Rabago Lilia M., et. al.2003. Dynamic Science: An Integration of Physical and Biological
Science, Modular Approach. Quezon City. Vibal Publishing House, Inc.
https://bagong.pagasa.dost.gov.ph

https://www.nationalgeographic.org/article/hurricanes-cyclones-and-typhoons-
explained/

ANSWER KEY:

Activity 1- Connect Me
1. B 2. E 3. A 4. C 5. D
6. F 7. G 8. H 9. I 10. J

Activity 2: Parts of a Typhoon

A. Eye- area with the lowest air pressure, which can be as much as 15% lower than the
pressure outside. It is the calmest part of a typhoon. Shape may be circle or oval.
B. Eyewall- surrounding the eye. It is where severe weather occurs. It is the innermost
ring of convection near the center of the typhoon creating intense rain and winds.
C. Spiral rain bands- are formed outside the eyewall. Bands of heavy convective showers
that spiral inward toward the storm’s center. Also called as “buntot ng bagyo”.
Analysis: Strengthened or Weakened?
1. True 2. Ocean 3. Weak 4. Landmass 5. decreases
6. True 7. Gain 8. True 9. Lose 10. Bodies of
water
Abstraction: Cyclone Category

32
 Application: Emergency Plan
ANSWERS MAY VARY

DEVELOPMENT TEAM

Author/ Writer: Michael B. Bibon

Content Editor: Helen B. Mesa
Language Editor: Shiela P. Alberto
Education Program Supervisor: Jade O. Alberto, EdD

33
SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _________________________________________ __________________________

Section: _________________________________ Date: ___________________________

SCIENCE 8
(Q2_LP5)

BACKGROUND INFORMATION FOR LEARNERS:

In our country, the Philippines, typhoons are no new to us. Every single province
has been visited by this very natural phenomenon and no part so far of our land has been
spared. The Bikol region alone has been hit by the strongest super typhoon Yolanda
(international name Haiyan) in November 7-8, 2013, with a wind speed of 230 kph and
frequent visits became very casual. Even during the pandemic months, typhoon visits
were of no excuse. Successive typhoons Rolly (November 1), Siony, Tonio (November
5-8), and Ulyses (November 11-12) of year 2020 came about that made life a lot more
difficult. However, resiliency amongst us, made our existence stronger and adaptive.

The Philippine Atmospheric, Geophysical and Astronomical Services

Administration (PAGASA) declares more or less 20 twenty tropical cyclones to enter the
Philippine Area of Responsibility each year.

What is a Typhoon?
Typhoon or “bagyo” (local term) is a massive weather phenomenon unique to
tropics and also known as tropical cyclones. It is characterized by low pressure center,
high speed winds and lots of rain. Its strong winds move in a counterclockwise direction
but with a calm center with warmer air than its surroundings. That is why we still feel warm
despite the rain and winds on a stormy night.

straitstimes.com

34
 Tropical cyclones have different categories. Table 1 shows the category of
tropical cyclones.

Table 1
Category Maximum Wind Speed (km/h)
Tropical Depression 35-64
Tropical Storm 65-118
Typhoon 200
Super typhoon Greater than 200
How were the tropical cyclones categorized? They were categorized based from
the speed of the wind they carry. Its funny that in our country, most of the people only
call them bagyo regardless of their category.
Hurricanes are tropical storms that form over the North of Atlantic Ocean and
Northeast Pacific. Typhoons are formed over Northwest Pacific Ocean while cyclones
are formed over the South Pacific and Indian Ocean.

MELC:
LEARNING COMPETENCY WITH CODE:
CG LC/ Code:
Explain how typhoon develops and how it is affected by landmasses and
bodies of water. (S8ESllf-21)

ACTIVITIES/ EXERCISES:

ACTIVITY 1: GAANO KADALAS ANG MINSAN?

Directions: Given the Philippine map, try to identify the frequency of tropical
cyclone occurrences in the country. Right the word/words RARE, FREQUENT, and VERY
FREQUENT in the labelled areas shown in the map.

A
1.

2.

3.

4.

5.

https://upload.wikimedia.org

35
 ACTIVITY 2: HOW IS IT MADE?
Below is a picture on how a typhoon is made with labels A to D. Identify the
statement that describes each of the labelled parts. Write the letter of your answer in the
space provided.

slideplayer.com
___________ 1. Intense low-pressure sucks in air, causing very strong winds.
___________ 2. Rising warm evaporate and start to spin.
___________ 3. The warm ocean heats the air above.
___________ 4. The air then cools and condenses to form a towering cumulonimbus
cloud.

ACTIVITY 3: PARTS OF A TYPHOON

Below are the parts of the typhoon. Identify the parts by writing the words RAIN BANDS,
EYE and EYE WALL in the space opposite the letter.

A c
B
https://www.google.com

A___________________ B_________________ C_________________

Identify the part of the typhoon that is being described by the statements below. Write
the specific part in the space provided.

36
 _______________1. The part of towering thunderstorms where most severe weather
and highest winds occur.
_______________ 2. A circular area typically 30-65 kilometers in diameter, mostly calm
weather is observed in this region.
_______________ 3. Is a cloud and precipitation structure associated with an area of
rainfall which is significantly elongated, also known as “buntot ng bagyo”.

ACTIVITY 4: DON’T GO FAR BEYOND PAR!!!

Given the latitude and longitude be able to plot the points to reveal the Philippine
Area of Responsibility (PAR).

Points Latitude, Longitude

A 50N, 1150E
B 150N, 1150E
C 210N, 1200E
D 250N, 1200E
E 250N, 1350E
F 50N, 1350E

Guide Questions:
1. What is the importance of PAR?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. If the area of the PAR is slightly smaller than its original size, what effect could it
bring?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

37
3. If a typhoon location is 25 degrees North and 138 degrees East, does it fall within the
PAR?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. If a typhoon is 8 degrees North and 121 degrees East, does it fall within the PAR?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. If the news says that a typhoon is seen at 14 degrees North and 123 degrees East,
what particular region is affected?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. What do you think will happen if there is no PAR?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ACTIVITY 5: TRACING TRACKS!!!

Bagyong Yolanda has a maximum sustained wind of 195 kph near the center
and gustiness of up to 230 kph. Given the tracking data of super typhoon Yolanda,
answer the guide questions below.

38
Guide Questions:
1. At around 8 pm of November 6, 2013 is Yolanda within the PAR? ______
2. What day did Yolanda entered the PAR? ______
3. Where specifically Yolanda had its first landfall? ______
4. Was the Bikol Region within Yolandas’ diameter? ______
5. Did Metro Manila experienced the wrath of Yolanda? ______
6. At what day the typhoon has finally left the PAR? ______

ACTIVITY 6: TRACE ME IF YOU CAN…

Given the lat-long in the table below, be able to plot the location of the typhoon on the map
with the PAR.
Month/Date/Time Latitude (0N) Longitude (0E)
08/01/06 am 11 135
08/01/12 pm 10 131
08/01/06 pm 11 128
08/02/12 am 13 127
08/03/06 am 15 125
08/03/12 pm 17 123
08/03/06 pm 19 122
08/04/12 am 21 121
08/04/06 am 23 119
08/04/12/pm 24 118

Guide Questions:

1. What month, day and time did the typhoon entered the PAR?

39
______________________________________________________________________
2. Identify the latitude and longitude when it finally entered the PAR.
______________________________________________________________________
3. Wh0at month, day and time the typhoon was closest to Bicol region?
______________________________________________________________________
4. What was its latitude and longitude when it was closest to Bicol region?
______________________________________________________________________
5. Based from your plot, what part of the country did it made its first land fall?
______________________________________________________________________
6. Based from your plot, what part of the country did it made its second land fall?
______________________________________________________________________
7. At what month, day and time the typhoon finally made its exit from the PAR?
______________________________________________________________________
8. Identify its latitude and longitude when the typhoon exits the PAR.
______________________________________________________________________

ACTIVITY 7: TELL ME YOUR STORY…

Make a short story of the graph you made. You can also give your own name of
the typhoon. Make sure that your story is based accurately in the data of your graph.
Refer to the rubric below.
CRITERIA 3 2 1
Content of the The story made The story made Neither the story
story was clear and was not so clear was clear nor
convincing. and less convincing or no
convincing. story was made.
Accuracy The data was There are few The data is not
accurate with errors in the correct with the
the graph. data with the graph.
graph.

(____________________________________)
Title
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ACTIVITY 8: PUBLIC STORM WARNING SIGNALS
When any Public Storm Warning Signal Number is hoisted or put in effect for the
first time, the corresponding meteorological conditions are not yet prevailing over the
locality. This is because the purpose of the signal is to warn the impending occurrence of
the given meteorological conditions. It must be noted also that the approximate lead time
to expect the range of the wind speeds given for each signal number is valid only when
the signal number is put in effect for the first time. Thus, the associated meteorological

40
conditions are still expected in at least 36 hours when PSWS #1 is put in effect initially; in
at least 24 hours with PSWS #2; in at least 18 hours with PSWS #3, in at least 12 hours
with PSWS #4; and in at least 12 hours with PSWS #5. The lead time shortens
correspondingly in the subsequent issues of the warning bulletin when the signal number
remains in effect as the tropical cyclone comes closer. https://bagong.pagasa.dost.gov.ph

Directions: Identify the signal number that is described by the destruction in the structure
and vegetation by putting the numbers 1 to 5 in the space provided.
Signal Damage to Structure Signal Damage to Vegetation
# #
1. • Heavy damage to 6. • There is almost
high–risk total damage to
structures; banana
• Moderate damage plantation,
to medium-risk • Most mango
structures; trees, ipil-ipil and
• Light damage to similar types of
low-risk structures large trees are
• Increasing damage downed or
to old, dilapidated broken.
residential • Coconut
structures and plantation may
houses of light suffer extensive
materials (up to damage.
50% in a • Rice and corn
community) plantation may
• Houses of medium suffer severe
strength materials losses.
(old, timber or
mixed timber-CHB
structures, usually
with G.I. roofing),
some warehouses
or bodega-type
structures are
unroofed

41
2. • Widespread 7. • Total damage to
damage to high- banana
risk structures plantation
• Very heavy • Most tall trees
damage to are broken,
medium-risk uprooted or
structures defoliated;
• Heavy damage to • Coconut trees
low-risk structures; are stooped,
• Almost total broken or
damage to uprooted.
structures of light in • Few plants and
highly exposed trees survived
coastal areas.
• Complete roof
failure on many
residences and
industrial buildings.
Severe and
extensive window
and door damage
• Most residential
and institutional
buildings of mixed
construction may
be severely
damaged.
• Electrical power
distribution and
communication
services severely
disrupted.
• All signs/billboards
blown

3. • Very light or no 8. • Most banana

damage to high risk plants, a few
structures, mango trees,
• Light to medium ipil-ipil and
and low risk similar trees are
structures downed or
• Slight damage to broken.
some houses of • Some coconut
very light materials trees may be
or makeshift tilted with few
structures in others broken.
exposed • Rice and corn
communities. may be
adversely
affected.
• Considerable
damage to
shrubbery and
trees with some

42
 heavy-foliaged
trees blown
down.

4. • Light to Moderate 9. • Some banana

damage to high risk plants are tilted,
structures; a few downed
• Very light to light and leaves are
damage to generally
medium-risk damaged
structures; • Twigs of small
• No damage to very trees may be
light damage to low broken.
risk structures • Rice crops,
• Unshielded, old however, may
dilapidated suffer significant
schoolhouses, damage when it
makeshift shanties, is in its flowering
and other stage.
structures of light
materials are
partially damaged
or unroofed.
• Some old
galvanized iron
(G.I.) roofs may be
peeled or blown off.
• Some wooden, old
electric posts are
tilted or downed.
• Some damage to
poorly constructed
signs/billboards.

5. • Very heavy 10. • Almost all

damage to high – banana plants
risk structures. are downed,
• Heavy damage to some big trees
medium risk (acacia, mango,
structures; etc.) are broken
• Moderate damage or uprooted,
to low-risk • Dwarf-type or
structures hybrid coconut
• Considerable trees are tilted or
damage to downed
structures of light • Considerable
materials (up to damage to
75% are totally and shrubbery and
partially destroyed); trees with heavy
complete roof foliage blown
structure failures.
• Many houses of
medium-built
materials are

43
 unroofed, some
with collapsed
walls; extensive
damage to doors
and windows
• A few houses of
first-class materials
are partially
damaged
• All signs/billboards
are blown down.

https://bagong.pagasa.dost.gov.ph

ACTIVITY 9: HOW FAR HAVE YOU GONE?

Read the following statements below. Write the word TRUE if the statement is
correct or FALSE if the statement is incorrect. Write your answer in the space provided.
_____________1. The eye of the typhoon is where the towering thunderstorms and
severe weather conditions occur.
_____________2. Typhoons become stronger as it collects vapor from the ocean.
_____________3. When a typhoon makes a landfall, it weakens.
_____________4. Hotter days, can lead to stronger typhoons.
_____________5. Cold seas/ocean are the best birthing ground of strong typhoons.
_____________6. Based from the PAR, Taiwan is still part of the Philippine territory.
_____________7. The PAR enables us to prepare for the upcoming typhoon.
_____________8. August is the month were most typhoon visits occur, and that will
never change.
_____________9. Mindanao will always be free of typhoon.
_____________10. A typhoon path or track can never be predicted.
_____________11. The Philippines is prone to typhoon because it is facing the Pacific
Ocean.
_____________12. Typhoons and hurricanes are the same in all aspects.
_____________13. A typhoon can be a hurricane or a hurricane can become a typhoon
depending on its origin and its track.
_____________14. A typhoon can bring storm surges.
_____________15. Typhoon has also its benefits.

REFLECTION:

I have learned that:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I enjoyed most on:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

44
I want to learn more about:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFERENCES FOR LEARNERS:

1.https://upload.wikimedia.org/wikipedia/commons/f/f6/Labelled_map_of_the_Philippines
_-_Provinces_and_Regions.png
2. https://www.theglobeandmail.com/news/world/explainer-how-are-typhoons-
formed/article15373372/
3. https://www.vox.com/science-and-health/2016/10/6/13191010/how-do-hurricanes-
form-tropical-storms-guide
4. https://www.ducksters.com/science/earth_science/hurricanes.php
5. https://www.thesummitexpress.com/2013/11/pagasa-super-typhoon-Yolanda-enters-
par-November-7-2013.html
6. https://www.typhoon2000.ph/TCGuide.htm
7.https://www.google.com/search?q=picture+of+typhoon&tbm=isch&source=iu&ictx=1&fi
r=2b5HkZZgykbDCM%252CkQmnF8qDjdFwTM%252C_&vet=1&usg=AI4_-
kTH_h03XMlry1aByIpqXMiXTzVYQg&sa=X&sqi=2&ved=2ahUKEwjZ2djm1KPyAhXkN3
0KHcLmBwUQ9QF6BAgKEAE&biw=1366&bih=625#imgrc=2b5HkZZgykbDCM
8. http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-signal

ANSWER KEY:

Activity 1. Gaano Kadalas ang Minsan?...

1. Frequent
2. Very Frequent
3. Frequent
4. Frequent
5. Rare
ACTIVITY 2: How is it MADE?
1. 3
2. 2
3. 1
4. 4
Activity 3: PARTS OF A TYPHOON
1. Eyewall
2. Eye
3. Rain band
Activity 4: Don’t go far beyond PAR!!!

Correct image of the plotting

45
1. The importance of PAR is it gives us warning earlier than the arrival of a typhoon and
makes us ready for whatever will happen.
2. If the PAR is slightly smaller than its size now, we will have lesser time to prepare for an
upcoming typhoon.
3. NO
4. YES
5. Bicol Region
6. If there will be no PAR, and not instruments to detect the arrival of a typhoon, we will all
be caught by a surprise. More structures, properties and lives are at harm.
Activity 5: Tracing Tracks!!!
1. At around 8 pm of November 6, 2013 is Yolanda within the PAR? No
2. At what day did Yolanda entered the PAR? Nov. 6, 2013
3. Where specifically Yolanda had its first landfall? Visayas/Samar
4. Was the Bikol Region within Yolandas’ diameter? YES
5. Did Metro Manila experienced the wrath of Yolanda? YES
6. At what day the typhoon has finally left the PAR? November 10, 2013
Activity 6: TRACE me if you can…

Guide Questions:
1. 8/01/6 am 5. Apari
2. 110-1350 6. Batanes
3. 8/02/12 am 7. 8/04/6 am
4. 130-1270 8. 230-1190
Activity 8: Public Storm Warning Signals
1. 3 6. 4
2.5 7. 5
3.1 8. 2
4.2 9.1
5.4 10.3
Activity 9: How far have you gone?
1. False 6. False 11. True
2. True 7. True 12. False
3. True 8. False 13. True
4. True 9. False 14. True
5. False 10. False 15. True
DEVELOPMENT TEAM

Author/ Writer: Feliciano M. Grageda, Jr. MABioEd

Content Editor: Helen B. Mesa
Language Editor: Shiela P. Alberto
Education Program Supervisor: Jade O. Alberto, EdD

46
SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _______________________________________________________________________

Section: _________________________________ Date: _________________________

SCIENCE 8
(Q1_LP6)

BACKGROUND INFORMATION FOR LEARNERS:

Our curiosity had led us to a certain height of great discoveries. When some have
been very busy studying our planet Earth, others attention was drawn into the glittering
dark sky. This engrossment fueled the inventions of powerful telescopes and space
probes to study Near-Earth Objects (NEO), believed to be the clue we need in
understanding the origin of our own solar system. Asteroids are one of the most closely
monitored heavenly body by our scientist for they pose a big threat to the very existence
of human kind and all life forms on Earth. Other members are the comets and the
meteoroids.
Comets are cosmic snowballs of frozen gases, rock, and dust that orbit the
Sun. They are the size of a small town when it is frozen. When a comet's orbit brings it
close to the Sun, it heats up and spews dust and gases into a giant glowing head larger
than most planets. Comets contain dust, ice, carbon dioxide, ammonia, methane and
more.

https://en.wikipedia.org/wiki/ https://en.wikipedia.org/wiki/
Comets are distinguished from asteroids by the presence of an extended,
gravitationally unbound atmosphere surrounding their central nucleus. This atmosphere
has part termed the coma (the central part immediately surrounding the nucleus) and the
tail (a typically linear section consisting of dust or gas blown out from the coma by the
Sun's light pressure or out streaming solar wind plasma).

47
 Asteroid is a minor planet of the inner Solar System. Historically, these terms
have been applied to any astronomical object orbiting the Sun that did not resolve into a
disc in a telescope and was not observed to have characteristics of an active comet such
as a tail. As minor planets in the outer Solar System were discovered that found to
have volatile-rich surfaces similar to comets, these came to be distinguished from the
objects found in the main asteroid belt.[1] The term "asteroid" refers to the minor planets
of the inner Solar System, including those co-orbital with Jupiter. Large asteroids are
often called planetoids.

The physical composition of asteroids is varied and, in most cases, poorly

understood. Ceres appears to be composed of a rocky core covered by an icy mantle,
where Vesta is thought to have a nickel-iron core, olivine mantle, and basaltic crust 10
Hygiea, however, which appears to have a uniformly primitive composition
of carbonaceous chondrite, is thought to be the largest undifferentiated asteroid. Most of
the smaller asteroids are thought to be piles of rubble held together loosely by gravity,
though the largest are probably solid. Some asteroids have moons or are co-
orbiting binaries: Rubble piles, moons, binaries, and scattered asteroid families are
thought to be the results of collisions that disrupted a parent asteroid, or, possibly,
a planet. (https://en.wikipedia.org/wiki/Meteoroid)

253 Mathilde, a C-type asteroid measuring about

50 km (30 mi) across, covered in craters half that
size. Photograph taken in 1997 by the NEAR
Shoemaker probe

https://en.wikipedia.org/wiki/Meteoroid https://en.wikipedia.org/wiki/Meteoroid
A meteoroid is a small space rock moving through a solar system. ... If a
meteoroid enters the Earth's atmosphere, it's called a meteor, or shooting star. If part of
that meteor survives the trip through the atmosphere and hits the Earth, it's a meteorite.
A lot of meteoroids never end up being meteors or meteorites.
Meteoroids are also created from impact debris that gets injected into space.
An example of how impact debris can be created is by an asteroid striking a planet or
natural satellite (moon). The fastest meteoroids can travel up to 94,000 miles per hour.
Millions of meteoroids impact the Earth's atmosphere every day.
A meteoroid is a small rocky or metallic body in outer space. Meteoroids are
significantly smaller than asteroids, and range in size from small grains to one-meter-wide
objects. Objects smaller than this are classified as micrometeoroids or space dust. Most
are fragments from comets or asteroids, whereas others
are collisionimpact debris ejected from bodies such as the Moon or Mars.
https://en.wikipedia.org/wiki/Meteoroid

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 LEARNING COMPETENCY WITH CODE:
MELC:
CG LC/ Code:
Compare and contrast comets, meteors, and asteroids. (S8ES-IIag-22)

ACTIVITIES/ EXERCISES:

ACTIVITY 1: HOW DO I LOOK?

Directions. Observe the pictures below. Then write the word comet, asteroid or
meteor in the space provided under each picture for your answer.

astronomy.com sciencedirect.com

1. 2.

https://www.google.com robbreport.com

3. 4.

steemit.com https://www.google.com

5. 6.

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 ACTIVITY 2: ASTEROIDS VS. COMETS
Asteroids and comets are believed to be remnants from the formation of our solar
system, and are considered near-earth objects by astronomers. An asteroid is more of a
rocky fragment while that of a comet is an icy one. Both have irregular or varied shapes.
However, certain differences can still be pointed out between the two. Can you point out
these differences? Try this next activity.

Directions: Below is a table of comparison between comets and asteroids. In Each

of the characteristics are statements that may pertain to either a comet or an asteroid.
Write the words asteroid or comet in the space where you think it is appropriate.

CHARACTERISTICS DIFFERENCES ASTEROID/COMET

ORIGIN Kuiper Belt and Oort Cloud
1
Main Asteroid Belt
2
SIZE RANGE OF 1-100++
DIAMETER (kilometer) 3
1-10 (nucleus only)
4
CHEMICAL Ice, frozen gases (ammonia,
COMPOSITION methane, and carbon dioxide);
other organic compounds (carbon
containing compounds) 5
Silicates (olivine and pyroxene),
iron, nickel 6
ORBIT More rounded
7
Highly elliptical 8
ORBITAL PERIOD 75 to 100, 000 9
(years)
1-100
10

ACTIVITY 3: DON’T DARE WISH FOR A FALLING STAR!!!

Have you ever experienced watching a clear dark sky, and suddenly a comet like
thing travels quickly and appear to fall off the ground? Well, maybe just before it landed,
you have made your greatest wish, just like what everyone else does when the see it. We
commonly call it a shooting star, a wishing star or a falling star. All these names actually
don’t fit what we see, for they are meteors and meteors are no stars.

Meteoroid, meteor or meteorites? Which term should be used properly. Write

your own definition based from its position in the figure.

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Guide Questions:
1. What is a meteoroid based from the picture?
______________________________________________________________________
2. What is a meteor based from the picture?
______________________________________________________________________
3. What is a meteorite based from the picture?
______________________________________________________________________
4. Are meteors, meteoroids and meteorites related to one another?
______________________________________________________________________
5. Is it right to call meteors by names like shooting star or falling star? Why?
______________________________________________________________________

ACTIVITY 4: BELIEVE IT OR NOT…

In the ancient years, and up to now some people would accompany the existence
of meteors, comets and asteroids to some events that could bring danger, death,
catastrophe and even war. The most terrifying belief would be that its appearance and
closeness to Earth could lead to a doomsday or the end. These beliefs are also true in our
country.

The next activity will give you the chance to explain scientifically some beliefs
existing in our country regarding these near-earth objects. Explain it as briefly as you can.
1. The appearance of a comet brings a warning that a big catastrophic event like
drought, flood, earthquake or the like is coming to us.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. If you find a shooting star that has landed on earth, it will give you extra strength like
DARNA, or will bring fortune to your life.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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3. A big asteroid that will hit the earth can lead to man’s extinction.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Criteria 3 pts 2 pts 1 pt

If the explanation If the explanation If the explanation
Content of is convincing with is not so is not clear and no
Explanation scientific basis convincing and not scientific basis.
scientifically No explanation at
based. all.

REFLECTION:

I have learned that:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I enjoyed most on:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I I want to learn more about:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFERENCES FOR LEARNERS:

https://en.wikipedia.org/wiki/Meteoroid
https://www.google.com/search
Ocampo, Pia C. et. al. 2013. Science-Grade 8. Learning Module. First Edition. Vibal
Publishing House, Inc.

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 ANSWER KEY:

Activity 1: How do I Look?

1. asteroid
2. comet
3. meteor
4. asteroid
5. comet
6. meteor
Activity 2: Asteroids vs. Comets
1. comet 6. asteroid
2. asteroid 7. asteroid
3. asteroid 8. comet
4.comet 9. comet
5. comet 10. asteroid
Activity 3: Don’t DARE wish for a FALLING STAR!!!
1. What is a meteoroid based from the picture?
A meteoroid is a rocky fragment in the outer space.
2. What is a meteor based from the picture?
A meteorite when has entered the earth’s atmosphere is called a meteor.
3. What is a meteorite based from the picture?
A meteorite is a meteor who has successfully landed earth.
4. Are meteors, meteoroids and meteorites related to one another?
Meteors, meteoroids and meteorites are all the same, depending of their location.
5. Is it right to call meteors by names like shooting star or falling star? Why?
No. Meteors are no stars.
DEVELOPMENT TEAM

Author/ Writer: Feliciano M. Grageda, Jr. MABioEd

Content Editor: Helen B. Mesa
Language Editor: Claudine L. Regilme
Education Program Supervisor: Jade O. Alberto, EdD

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