8

SCIENCE
SECOND QUARTER

LEARNING ACTIVITY SHEET

Practice Personal Hygiene at all times. 1

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE
(Grade 8)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.

Consultants: Regional Director

Assistant Regional Director Schools Division Superintendent
: ESTELA L. CARIÑO, EdD., CESO IV
: RHODA T. RAZON, EdD., CESO V
: REYNANTE Z. CALIGUIRAN, PhD
Asst. Schools Division Superintendent: JESUS B. MAGGAY
Chief Education Supervisor, CLMD: OCTAVIO V. CABASAG, PhD Chief Education Supervisor, CID: ESTELA S. CAB
Development Team
Writers: JOVIE AGCAOILI, KATHERINE D. MELAD, MARIA CHRISTINA A. TALLUD, ERMELINDA A. LIM, EMERLITA N. MORAL
MARITES E. PASCUAL, Cagayan National High School
Content & Language
Editors: CARMEN A. ACAIN, Tuguegarao City Science High School, MYRNA Q. ADDURU, PhD, SHAILA TANGLOD, MT1, SDO Q
Illustrators: JOVIE AGCAOILI, KATHERINE D. MELAD
Layout Artists: Writers
Focal Persons: MYRNA Q. ADDURU, PhD
JESSICA T. CASTANEDA, PhD ESTER GRAMAJE
RIZALINO G. CARONAN

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph

Practice Personal Hygiene at all times. 2

 Table of Contents

Compentency Page number

Using models or illustrations, explain how
movements along faults generate earthquakes
..................... 1
Differentiate the:
1 epicenter of an earthquake from its focus;
2 intensity of an earthquake from its magnitude;
3 active and inactive faults
..................... 18
Explain how earthquake waves provide information
about the interior of the earth
..................... 40
Explain how typhoon develops and how it is affected
by landmasses and bodies of water
..................... 51
Trace the path of typhoons that enter the Philippine
Area of Responsibility (PAR) using a map and
tracking data
..................... 66
Compare and contrast comets, meteors, and asteroids
..................... 85

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 SCIENCE 8
Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

Earthquakes and Faults
Background Information for the Learners
The Earth is a world of constant change. Its surface is not as we see now during the
ancient times. What are responsible for the physical changes the Earth is experiencing
throughout its life span?
The outer layer of the earth called the lithosphere that includes all of the crust and
the uppermost part of the mantle. The lithosphere is broken into segments called
lithospheric or tectonic plates. These plates are moved by the convection current by the
hot plastic mantle beneath the lithosphere. As lithospheric plates move, they cause
stress in the crust which in turn produces faults and folds. What are faults? What is
responsible for fault formation? 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? This is a question that you need to
explore its answer by going through the Learning Activity Sheets.

Learning Competency with Code:

Using models or illustrations, explain how movements along faults generate
earthquakes (S8ES-IIa-14)

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 Activity 1: Faulty Words
Directions: Fill in the blanks with the letters to get the correct word base from the given
clue statements. Take the letters that appear in circle to answer the question below.
“What do you call the surface along which blocks of earth move during an
earthquake?”

1. _ _ _______

2. _ _________

3. _ _ _ _ _ _ ___

4. _ _ _ _

5. _ ____

6. _ _ _ _______

7. _ _ _ _ _ _ _

8. _ _ _ _

9. _ _ _ _ _ _

10. _ _ _ _ _ _ _ _ _ _

Clue statements:
1. The movement of rock masses along fault.
2. A mass of rock above the fault plane.
3. The sudden shaking or movement of the Earth’s crust.
4. A crack or fracture on the crust.
5. A force that squeezes, stretches and pushes rocks in different directions.
6. A stress force that squeezes rocks together.
7. A mass of rock below the fault plane.
8. A stress force that moves rock in opposite direction.
9. A stress force that pulls rocks apart.

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 10. The outer part of the earth consisting of the crust and upper mantle.
“What do you call the surface along which blocks of earth move during an
earthquake?”
Answer:

Activity 2: Word Association

Directions: Identify the word/term that is closely related with each other. Match the
description from Column I with the word/term from Column II by writing the letter of the
correct answer on the space provided before each number.

Column I Column II
1. What word goes with compression? A. Fault
2. Which words go with mass of rock above? B. Foot wall
3. Which words go with mass of rock below? C. Hanging Wall
4. What word goes with shear? D. Opposite
5. What word goes with tension? E. Pull
F. Squeeze

Activity 3: Stress motion

Directions: Using arrows identify the motion of stress force involved in each type of
stress force and be able to describe its motion.

No
Type of Stress Direction of How do I describe
force force it?

1 Compression

2 Tension

3 Shear

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 Activity 4: Stocks of Vocabulary
Directions: Underline the word that gives the correct description of the stress
force involved in the formation of a fault.

Compression is a type of stress force that (pulls, pushes) rocks together

while tension is a type of stress force that (pulls, pushes) rocks apart. Shear is a
type of stress force that neither pulls nor pushes rocks but moves rocks in
(opposite, same) directions.
Activity 5: My FB (Faulty Block)
Directions: Given the illustration of the fault blocks below, draw how it looks like
after acted upon by stress forces. Draw the direction of forces acting on each type
of stress force in the fault blocks and identify the type of stress acting on the
block.

Type of stress: Type of stress: Type of stress:

Tension force

Activity 6: What Wall am I?

Directions: Study the illustrations of different types of faults below. Color the
hanging wall yellow while color the footwall green.

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 Put check () on statement which gives the correct description about hanging wall
and foot wall.
1. Foot wall is always below the fault plane.
2. Hanging wall is resting on top of foot wall.
3. Foot wall is resting on top of hanging wall.
4. Hanging wall is always above the fault plane.

Activity 7: Label Me
Directions: Use the terms in the Word Bank to label the given illustration of a
faulted block.

Word Bank
Fault line Foot wall
Fault planeHanging wall

C
https://amp.reddit.com/r/geology/comments/aq9sj1/understanding_normal_faults_a
nd reverse_faults/

Directions: Encircle the letter of the correct answer.

1. The foot wall is identified by (A, B, C, D) letter.
2. The hanging wall is identified by (A, B, C, D) letter.
3. The fault line is identified by (A, B, C, D) letter.
4. The fault plane is identified by (A, B, C, D) letter.

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 Activity 8: Dichotomous Key
Directions: Choose one statement to start, read the steps and follow the
directions. The directions will lead you to a new pair of choice. Keep doing until
you come to a step that gives you the name of the fault.
1 a – produced by tension force – go to 2a
b – produced by compression force – go to 2b
c – produced by shearing force - go to 2c
2 a- hanging wall moves down - go to 3a
b – hanging wall moves up - go to 3b
c – blocks move sideward - go to 3c
3 a – foot wall moves up - Normal fault
b – foot wall moves down - Reverse fault
c–X- Strike- slip fault

Directions: Fill in the table with the significant statements from the dichotomous
key regarding the types of faults. The first one is done for you.

Type of Fault Type of force Direction of hanging Direction of foot

wall wall

Normal fault Tension force

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 Activity 9: It’s Your Turn
Directions: Given the fault blocks below, choose which block to move and draw
how your blocks look like after moving each block.

Procedure:
1. Slide one block upward while keeping the other block stationary.
Illustration.

Q1. What type of fault is formed?

Q2. Which wall is moved upward?

2. This time slide the other block which was previously stationary
upward. Illustration

Q3. What type of fault is formed?

Q4. Which wall is moved upward?

3. For the last type of fault which will be formed, let the two blocks in side by
side position. Move the blocks in opposite direction horizontally.

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 Illustration

Q5. What type of fault is formed?

Q6. If there were structures on the surface of the blocks in any of the
faults formed, what will happen to these structures if there is
movement along the fault?

Activity 10: I CUT (Can Understand Totally)

Directions: Fill in the graphic organizers with the information needed. Refer to
the Text Box for the list of words.

is caused by which resulted to

Type of Fault

Text Box
Compression
Compression Normal Strike-slip
Reverse Slipping of rock Stretching of crust
Shear Squeezing of crust Tension

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 Activity 11: Cause and Effect
Direction: Match Column I with Column II to identify the cause and effect of
events occurring during an earthquake. Write your answer on the space provided
before the number.
Column I Column II
1. Fault A. Earthquake occurs
2. Friction B. Slipping of blocks
3. Friction is overcome C. Two sides of blocks stick
4. Sudden release of energy D. Where blocks move away from
each other
E. Where blocks move relative to each
other

Activity 12: Which Comes First?

Direction: Identify which of the following illustrations comes first by writing the letter
below each illustration. Using the same illustration, match the illustration’s letter with
the statement that describes how Elastic Rebound takes place. Write your answer on the
space provided.

https://ph.images.search.yahoo.com/search/images;?p=elastic%20rebound%20theory%2
0steps#id=3&iurl=http%3A%2F%2F4.bp.blogspot.com%2FCIyGAR7WX5Q%2FTj9zm
9XKI%2FAAAAAAAAAAs%2FpwI_ZsEnxk%2Fs1600%2FElasticRebound%2B%2525
281%252529.jpg&action=click

1.
2. 3. 4.

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 5. As stress builds up 7.
at the fault, the crust deforms Two blocks of crust pressed against each

6. 8.
When
The rock fractures and then snaps back into its original the stress within rocks exceed fricti
shape

REFLECTION
Complete this statement:
1. With the activities I have undertaken on this lesson, I learned that

2. I enjoyed most on

3. I want to learn more

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 References:
Books
Azucena, E.(1989). Science, Technology, and Life. Sta. Cruz Manila.
Saint Mary’s Publishing.
Rabago, L., et.al. (2014). Science and Technology. Quezon City.
Vibal Publishing House, Inc.
Tillery, B., et.al. (2000). Integrated Science Second Edition. United States.
McGraw-Hill.

Website
https://amp.reddit.com/r/geology/comments/aq9sj1/understanding_normal_faults_and
reverse_faults/

https://ph.images.search.yahoo.com/search/images;?p=elastic%20rebound%20theory%
20steps#id=3&iurl=http%3A%2F%2F4.bp.blogspot.com%2FCIyGAR7WX5Q%2FTj9 Dzm9XKI
%2FAAAAAAAAAAs%2FpwI_ZsEnxk%2Fs1600%2FElasticRebound%2 B%2525281%2525
29. jpg&action=click

https://www.burkemuseum.org/static/earthquakes/cur-act- elasticrebound.pdf

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 Answer Key
Activity 1
1. F a u l t i n g

2. H a n g i n g w a l l

u
3. E a r t h q a k e

4. F a u l
t
5. S
t r e s s

p
6. C o m r e s s i o n

l
7. F o o t w a l

ar
8. S h e

n
9. T e n s i o
e
10. L i t h o s p h e r
Answer
l t p l a n e
F a u

Activity 2
Column I Column II
E 1. What word goes with compression? A. Foot wall
B 2. Which words go with mass of rock above? B. Hanging wall
A 3. Which words go with mass of rock below? C. Opposite
C 4.What word goes with shear? D. Pull
D 5. What word goes with tension? E. Squeeze

Activity 3
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 Type of Stress force Direction of force How do I describe it?
Compression come together

Tension pull apart

Shear opposite each other

Activity 4
Compression is a type of stress force that (pulls, pushes) rocks together while
tension is a type of stress force that (pulls, pushes) rocks apart. Shear is a type of stress
force that neither pulls nor pushes rocks but moves rocks in (opposite, same)
directions.

Activity 5

Activity
Type of stress: Tension forceType of stress: Compression force
Type of stress: Shear force

Put check () on statement which gives the correct description about hanging wall and
foot wall.
_ Foot wall is always below the fault plane.

_ Hanging wall is resting on top of foot wall.

Foot wall is resting on top of hanging wall.
_ Hanging wall is always above the fault plane.

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 Activity 7
A Fault line

B Hanging wall

Foot wall D

Fault plane C

The foot wall is identified by (A, B, C, D) letter.

The hanging wall is identified by (A, B, C, D) letter.
The fault line is identified by (A, B, C, D) letter.
The fault plane is identified by (A, B, C, D) letter.

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 Activity 8

Type of Fault
Type of force Direction of hanging Direction of foot
wall wall
Hanging wall moves down Foot wall moves
Normal fault Tension force up
Reverse fault Compression Hanging wall moves down Foot wall moves
force up

Strike-slip fault Shear force Blocks move sideward Blocks move

sideward

Activity 9

Illustration 1

Q1. Reverse fault

Q2. Hanging wall

Illustration 2

Q3. Normal fault

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 Q4. Foot wall
Illustration 3

Q5. Strike-slip fault

Q6. They will be displaced.

Activity 10
is which
caused by resulted to

Normal Tension Stretching of crust

Type of Fault
Reverse Compression Squeezing of crust

Strike-slip Shear Slipping of rock

Activity 11

1. E
2. C
3. B
4. A

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 Activity 12

1. _A_ 2. _D_ 3. _B_ 4. _C_

5. B
6. D
7. A
8. C

Prepared by:

JOVIE AGCAOILI
Cagayan National High School

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 SCIENCE 8

Name of Learner: Grade Level:

Section: Date:

LEARNING ACTIVITY SHEET

EARTHQUAKE: Epicenter vs Focus, Intensity vs Magnitude

and Active vs Inactive Fault

Background Information for Learners

Focus and epicenter are words which are commonly heard in geology when
earthquakes and their causes are being taught. With similarities in between, these two
terms cause a lot of confusion. These words are frequently used while reporting
incidents of earthquakes.

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.

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 further and further away from
the epicenter, the shock gets absorbed on the way and the strength of the wave lessens.
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 In locating the origin of the earthquake, seismologists first locate the epicenter.
To locate the epicenter, scientists need readings from at least three seismographs in a
region. They use the data from each seismograph to determine how far away it was
from the epicenter when the earthquake occurred, and this data is used to triangulate to
find the site on the Earth.

Area around epicenter is the place of greatest damage hit by an earthquake. The
effects can be directly seen and observed by people.

On the other hand, the focus of an earthquake, also called the hypocenter, is
consists of vibrating waves which travel away from the source of the earthquake in all
directions. The waves can be so powerful. It can reach all parts of the Earth and cause it
to vibrate like a turning fork.

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.

When focus is shallow, the magnitude of earthquake registered at the epicentre

ranging from 1 to 5, while deep focus is of higher magnitudes, ranging from 6 to 8 or
more. Shallow focus earthquakes are best measured using Richter Scale, while deep
focus earthquakes are best measured using the Moment Magnitude Scale that has the
capacity to record magnitudes up to 10 on the scale.

An earthquake maybe described 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 an earthquake is the measure of 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.

Furthermore, it varies as we go farther from the epicenter of the earthquake. It

can be determined by taking stock of the devastation in the areas being affected.
Therefore, each earthquake produces a range of intensity values, ranging from highest
in the epicenter area to zero at a distance from the epicenter.

The intensity of the earthquake is determined by observing the effects of the

earthquake in different places. Houses buildings and other structures are inspected.
People are interviewed about what they saw (the cabinet fell over), how they felt (I was
frightened), or what they did
( I ran out of the house). Earthquake intensity is measured by the Richter scale. The
Richter 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.

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 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)

phivolcs.dost.gov.ph/index.php/earthquake/earthquake-intensity-scale

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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.

Source:https://www.google.ca/search?q=richter+magnitude+scale+photo&lr=&as_qdr=all
&tbs=sur:fc&tbm=isch&source=iu&ictx=1&fir=ixjCjwdCBOhLPM%252CtcsnFnnamR
FzFM%252C_&vet=1&usg=AI4_-

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.

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 A fault is a break in the Earth’s crust, and along the break, significant
movement has taken place. An active fault is that has moved in the past and is
expected to move again. Meaning, it has generated earthquakes before and is capable
of causing more in the future. Geologists commonly consider faults to be active if there
has been movement observed or evidence of seismic activity during the last 10,000
years.
Scientists use different ways to find out if a fault is active. One is by checking
the country’s historical records. Historians always write about destructive events such
as earthquakes.
Another is by studying the vibrations, past and present that come from faults.
Still another way is by observing the surroundings. For examples, a fault may cross a
road and because of that, the road is displaced.
Or a fault may cut across a stream and the stream channel is then shifted. Or a
fault may slice through mountains and form cliffs or ruptures on the ground surface.
This is not to say that anyone can spot an active fault. Scientist need a lot of training to
do that.
But along some faults, the effects maybe dramatic. Suppose a house was built
on a fault. As the ground shifts little by little, parts of the house will be affected. The
floor will crack, doors will not close and the roof may start to leak.
In the Philippines there’s a total of five (5) active fault lines that we need to
monitor every now and then.

Marikina Valley Fault

The Marikina Valley Fault is the fault that is considered to be the most
dangerous fault in the country. Why? Because it cuts through almost all the progressive
and crowded portions of Manila.
Here are the locations that the Marikina Valley Fault runs through:
1. Marikina
2. Montalban
3. San Mateo
4. Pasig
5. Taguig
6. Muntinlupa
7. San Pedro
8. Biñan
9. Santa Rosa
10. Carmona
11. Tagaytay
12. Calamba
13. Oriental Mindoro

Western Philippine Fault can also be found in the water level. In fact, the
Western Philippine fault line does not run through land, but in the waters of the
Western part of the country.

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Here are the places that the Western Philippine fault line passes through:
1. Mindoro Strait
2. Luzon Sea
3. Sulu Sea
4. Panay Gulf

Eastern Philippine Fault

Similar to the Western Philippine Fault, the Eastern Philippine Fault is also a
fault found to be beneath the ground.

The Philippine Sea is the location where the Eastern Philippine Fault can be
found.

Southern Mindanao Fault

This Mindanao fault runs through the Celebes Sea as well as the Moro
Gulf. Luckily enough, if you’re from the city, the Southern Mindanao Fault wouldn’t
be anywhere touching you with its dangers.

However, the whole Southern Mindanao is at risk when the fault line moves. Even the
provinces and cities located adjacent to it is at risk, so, everyone better be prepared.

Central Philippine Fault

Last but most definitely not the least would be the Central Philippine Fault.
Similar to the Marikina Valley Fault line, this fault runs through several provinces in
cities from the northern part of the archipelago, down to to the northern part of Davao.
The places where the Central Philippine Fault runs through would be:
1. The entire Ilocos Norte
2. Aurora
3. Quezon
4. Masbate
5. Eastern Leyte
6. Southern Leyte
7. Agusan del Norte
8. Agusan del Sur
9. Davao del Norte

The Central Philippine Fault is the root of the earthquake which destroyed the
Guinsaugon. Furthermore, it’s also the earthquake that destroyed both Baguio and the
Central Luzon part back in 1990.

The Philippine Volcanology and Seismology (PHILVOLCS) has yet to release

an updated list of inactive faults in the Philippines. However, a well-documented
inactive fault was recorded in Pampanga, known as the Lubao fault.
Learning Competency Code:
Differentiate the 1) epicenter of an earthquake from its focus; 2)
Intensity of an earthquake from its magnitude; 3) active and inactive faults. (S8ES-IIa-
15)

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 Activity 1: Epicenter or Focus

I. Directions: Classify the following statements as EPICENTER or FOCUS by

checking the appropriate column in the table.
DESCRIPTION EPICENTER FOCUS
1. It is also called the “hypocenter”.
2. The spot located on the surface of the Earth
and directly above the source of the movement.
3. It is consists of vibrating waves known as
shock waves ;which move away from the
source.
4.It is the basis of Seismologist in locating the
source of the earthquake.
5. It is the spot where the fault line slip.
6. The spot severely damaged by the earthquake.

II. Directions: Label the drawing properly, write your answer inside the box.

III. Explain the following briefly:

1. When earthquake occurs, where would shaking be greater? Near the epicenter
or away from the epicenter? Why?

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

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 Activity 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.

Intensity # Intensity#

Intensity # Intensity#

Intensity #

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 Intensity #

Intensity #
Intensity #

Intensity #

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 Activity 3: Earthquake Alert
Directions: Read the selection carefully and answer the given questions briefly

The Ecoland Condominium in Davao City sustains serious damage after strong earthquake rocked Min
The powerful earthquake that hit several parts in Mindanao at 2:11 pm on Sunday destroyed two- story
Rescue workers set up first aid station outside the premises of the building then monitored damages ins
According to the building inspectors, Ecoland 4000 did not totally collapsed, but portions of its exterio
At the first aid station, locals told the rescue workers that-they were too frightened. As it was their first

QUESTIONS:
1. What is the selection all about?

2. Where and when did it happen?

3. Who were affected in the incident? How did they react in the
situation?

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 4. What were their observations and the people who responded to help
and rescue them? (Give at least 5)

5. Based from their observations, what do you think is the earthquake

intensity that hit Davao
City.Why?

Activity 4: It’s Your Fault

I. Directions: Complete the table below. Identify Active Faults in the
Philippines, refer to the map as your reference.
LUZON
1.
2.
3.
4.
5.
VISAYAS
1.
2.
3.
4.
5.
MINDANAO
1.
2.
3.
4.
5.

II. 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.

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 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.
III. Enumeration:

1
2
WHAT ARE SIGNS OF ACTIVE FAULT
3

Activity 5: Active Faults in the Philippines

I. Directions: Complete the bubble map with information as indicated.

What are the 5 Active Faults in the Philippines?

II. Complete the bubble map.

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.

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 MARIKINA
Fault

III. Encircle the identified cities and provinces of the

Marikina Valley Fault from the bubble map above using the map below.

Source: https://www.google.com/search?lr=&as_qdr=all&tbs=sur:fmc&source=univ&tbm=isch&q=marikina+v
alley+fault+map&safe=images&sa=X&ved=2ahUKEwjgh4fOy6nqAhUVy4sBHUKaBI0Q7Al6BAgKEDk&biw=1366&
bih=657#imgrc=2P9m0eKa6u-3WM

Questions:

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 1. What do you notice with the involved cities and provinces in the Marikina
ValleyFault?

2. What would you suggest to people living in these susceptible areas to

earthquake?

3. What helpful earthquake tips have you learned at school which you would to
share your siblings and classmates?

Reflection:
1. I learned that …

2. I enjoyed most on…

3. I want to learn more on…

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References:
Campo, Pia C., et. al. 2003. Science – Grade 8. Learner’s Module. Pasig City:
Department of Education.
Links:
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-fault-
zone-maps

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ANSWER KEY

ACTIVITY 1

I. Directions: Classify the following statements as EPICENTER or FOCUS by checking

the appropriate column in the table.

DESCRIPTION EPICENTER FOCUS

1. It is also called the “hypocenter”. 
2. The spot located on the surface of the Earth and 
directly above the source of the movement.

3. It is consists of vibrating waves known as shock 

waves ;which move away from the source.

4. 4.It is the basis of S sseismologist in locating 

the source of the earthquake.
5. It is the spot where the fault line slip. 
6. The spot severely damaged by the earthquake. 

II. Label the drawing properly, write your answer inside the box.

EPICENTER

SHOCK WAVES

FAULT

FOCUS

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?

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 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
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.

Intensity #8 Intensity#4
 Considerable damage in substantial buildings Felt indoors by many
during the day.
With partial collapse.

Intensity #1 Intensity #9
 Not felt by anyone except by very few Caused General Panic
Under especially favorable conditions.

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 Intensity #5
 Felt nearly by everyone.
 Unstable objects overturned.

Intensity #2 Intensity #6
 Felt only by few persons People are frightened.
Some objects fall from the shelves in
large numbers.

Intensity #7 Intensity #10

People are frightened and run outdoors. Concrete roads, buildings and
bridges are
Buildings suffer from moderate damage like complete damaged.
cracks, fall of plasters and damage on in fill walls.

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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

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 ACTIVITY 4

“ IT’S YOUR FAULT “

LUZON
1.West Ilocos Fault ***sample answers only, plenty are still in
the map
2.Iba Fault
3.Zaambales Fault
4.Bangui Fault
5.Infanta Fault
VISAYAS
1.West Panay Fault
2. Central Negros Fault
3. TablasFault
4. East Bohol Fault
5. Central Leyte Fault
MINDANAO
1. Central Mindanao Fault
2. Eastern Mindanao Fault
3. Zamboanga Fault System
4. Mati Fault
5.Tangbulan Fault

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

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 ACTIVITY 5
ACTIVE FAULTS IN THE PHILIPPINES
I. 1. Marikina Valley fault
2. Western Philippine Fault
3. Eastern Philippine Fault
4. Southern Mindanao Fault
5. Central Philippine Fault
II.

MONTALBAN SAN TAGUIG SAN PEDRO

PASIG MUNTINL
MATEO UPA

MARIKINA
BINAN
MARIKINA
Fault

STA ROSA CARMO TAGAYTAY CALAMBA ORIENTAL

NA
MINDORO

III.

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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.
Prepared by:

KATHERINE DAYAG- MELAD

Cagayan National High School

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 SCIENCE 8
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEETS

The Relationship Between Faults & Earthquakes
Background Information for Learners:
Has anyone entered the depths of the earth? Then why is it that so many are
said of the interior of our planet earth? How do earthquakes give information about
what is really inside the earth? What method did our scientists use to find this out?
We often think of earthquakes as something harmful and the reason is obvious.
But do you know that earthquakes help scientists figure out what is inside the earth.
How? As you know by now, when a fault suddenly moves, an earthquake is generated.
When an earthquake occurs, shockwaves of energy called seismic waves are
released from the focus of the earthquake which are recorded in seismographs. The
two main types of seismic waves are body waves and surface waves. We will be
focusing more on the body waves; Primary and Secondary wave.
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.
The competency for this week will allow you to find out how scientists made a
way of exploring the depths of the earth without physically digging and going
underneath but by doing SEISMOLOGY. Studying the behavior of the seismic waves
will give you enlightenment on what is found inside the earth.
This Learning Activity Sheets has been prepared for you to understand more
about how earthquake waves provide information about the interior of the earth.
Competency:
 Explain how earthquake waves provide information about the interior of
the earth. (S8ES-11-C_17)

Activity 1: Let’s Get Familiarize

Directions: The word box contain words associated with what’s inside the earth. Spot
them in the Word Search Puzzle. Draw a line on the word which are hidden in
horizontal, vertical, and diagonal or reverse manner.
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 Core Interior Secondary
Crust Layered Speed
Earth Mantle Vibrations
Earthquake Primary Ultrasound
Fault Refracted Wave

S S E I C F S M I R E C S W Y
A E V E A R S Z E V D R N M R
Q O C U F T U F Q O N Y O R A
T G L O H E R S I M B J I C M
G T Y Z N A A N T B V I T N I
G E Y G C D T R F F D F A J R
M U K T T E A B T N S M R P P
B A E A R S I R U H L B B Z V
N D N I U H P O Y D A B I H A
D R O T V Q S E J G Y G V N F
H R R T L A H B E S E V A W I
A M Z S R E Q T P D R Y E Q Y
F I J T J H K O R X E T D F M
P B L E S V V Q Z A D C C E U
S U G S H C V C C B E V O N T

Activity 2: Who Is My Partner?

Directions: The following words are associated with Seismology. Match the word in
Column A with the correct description at Column B. Write the letter of your answer on
the space provided before the number.

COLUMN B
COLUMN A
A. A fracture or zone of fractures between
1. Core two blocks of rock.
B. It lies beneath the crust which
2. Crust makes up about 80 % of its total
volume & 68 % of its total
3. Earthquake mass.
C. The innermost layer of the earth
4 Fault subdivided into two, the inner &
outer core.
5. Mantle D. A sudden movement of the earth’s
lithosphere.

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E. T
h
e
t
h
i
n
n
e
s
t
a
n
d
t
h
e
o
u
t
e
r
m
o
s
t
l
a
y
e
r
o
f
t
h
e
e
a
r
t
h
.

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Directions: Put a check mark ( √ ) on the column that matches the description at the right.
Number six has been answered for you.
DESCRIPTIONS OUTER CORE INNER CORE
1.It is made of solid iron & nickel
2. The temperature in this core is
20000C.
3. It is 2900 kilometers below the
earth’s surface
4. The temperature in this core can
reach up to 50000C.
5. Magnetism is present due to its
melted iron and nickel.
6. The extreme temperature in this core
could have molten the iron & Nickel but √
it has solidified as a result of pressure
freezing .

Activity 3: Is It a P Wave or an S
Wave?

Directions: Analyze each statement below and write P if it refers to a Primary Wave and write S
if it refers to a Secondary wave.

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

2. It is an example of a transverse wave.

3. It can travel in solid, liquid, and gas.

4. It manifests compression waves.

5. The motion of this wave vibrates up and down.

6. It is also called a “shear wave”.

7. It can be stopped by a liquid and a gas.

8. It can cause more damage during earthquakes.

9. It travels second to the seismic station.

10. It travels with the speed of 1 to 8km/s.

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 Activity 4: Complete Me

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

P wave S wave

It is a pressure
wave?
(Y/N)

What it travels
through

Relative speed

Additional
information

Draw a diagram to show how P wave looks like. What type of wave is P wave?

Draw a diagram to show how of S wave looks like. What type of wave is an S wave?

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 Compare a longitudinal wave and a transverse wave regarding its wave direction
and particle motion.

Activity 5: What’s Within

Directions: Label each layer of the earth and draw a P and S wave as it passes through the earth.
Start from the focus (arrow) on top down to the dot below the illustration. Use the rubrics for the
illustrations of the Seismic waves.

A.

B.

C.
D.

Use this in illustrating your seismic waves.

LEGEND:
P wave
S wave

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 Activity 6: Which Path Are You Following?

Directions: Having mastered learning activities 1 to 4, carefully analyze the illustrations

below to help you answer briefly but substantially the following questions.

S-wave paths & shadow zone P-wave paths & shadow zone
A B

Source: Grade 10 Science Module

1. What are seismic waves?

2. How will you describe figure A?

3. How will you describe Figure B?

4. How is an earthquake generated?

5. How do seismic waves behave as they travel deeper down the earth?

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 6. When seismic waves speed up, what does it mean?

7. When seismic waves slow down, what does it indicate?

8. Explain what happens when seismic waves reach the core of the earth.

9. Explain why seismic waves can be refracted or reflected.

10. As ULTRASOUND scan provides the image of the baby inside the womb, explain how
does an earthquake wave provide information about the interior of the earth?

REFLECTIONS:
Directions: After successfully answering all the learning activities, are there things you learned
most? What are the lessons that you have enjoyed the most? Are you wanting to learn more?
Reflect on these questions and complete the statements below. Write your honest answers on the
blanks.

1. I learned that

2. I enjoyed most on

3. I want to learn more on

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Rubrics for illustrating P and S wave properly in the earth’s interior:
Learner’s Expectation Possible Self- Teacher Average
Points Rating -Rating
(Add/2)
1.P waves are accurately drawn. 5
2. S waves are accurately drawn 5
3.P and S waves are well 5
distinguished using the legend given.
4.P & S waves are correctly drawn to 10
its specific layer of travel.
5.Drawing is accurately labeled. 5

REFERENCES:
Campo, Pia C., et-al. 2013. Science Grade 8 Learner’s Module. Pasig City. Department of
Education

Acosta, Herma D., et-al. 2015. Science Grade 10 Learner’s Module, Pasig City ,Department of
Education

Padua, Alicia L., et-al. 2010. Practical and Explorational Physics Modular Approach, Vibal
Publishing House, Inc. Second Edition

Oxford Cambridge and RSA Resources. 2014. GCSE Physics Lessons Element Teachers’
Instructions. OCR

Sarah Friedl June 25, 2020 https://study.com/academy/lesson/how-scientists-study-earths-interior-

structure.html#lesson

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 ANSWER KEY
Learning Activity 1 Learning Activity 2
1.C 2. E 3. D 4. A 5. B
S S E I C F S M I R E C S W Y
A E V E A R S Z E V D R N M R 1. IC 2. OC 3. OC 4. IC 5. OC
Q O C U F T U F Q O N Y O R A
T G L O H E R S I M B J I C M
G T Y Z N A A N T B V I T N I
G E Y G C D T R F F D F A J R
M U K T T E A B T N S M R P P Learning Activity 3
B A E A R S I R U H L B B Z V
N D N I U H P O Y D A B I H A 1. P 6. S
D R O T V Q S E J G Y G V N F 2. S 7. S
H R R T L A H B E S E V A W I 3. P 8. S
A M Z S R E Q T P D R Y E Q Y 4. P 9. S
F I J T J H K O R X E T D F M 5. S 10. P
P B L E S V V Q Z A D C C E U
S U G S H C V C C B E V O N T

Learning Activity 3A.

P wave S wave
It is a pressure wave(Y/N) YES NO
What it travels through SOLID & LIQUID ONLY SOLID ONLY
Relative speed FASTER SLOWER
Additional information The first to arrive,it compress The second to arrive,it vibrates
& expand the ground,more from side to side and from up
damaging to bottom, less damaging

P wave diagram is a Longitudinal wave

Source: GCSE Physics Lessons Element

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 Instructions

S wave diagram is a Transverse wave

Source: GCSE Physics Lessons Element

Instructions

A transverse wave is one in which the vibrations are at the right angle or perpendicular to
the direction of the wave while a longitudinal wave is one in which the vibrations are along the
direction of the wave

Learning Activity 4 : A. Crust B. Mantle C. Outer Core D. Inner Core

Learning Activity 5
1. Seismic waves are vibrations generated by earthquakes. They are the energy that travels
through the earth and is recorded on seismographs.
2. Figure A show the paths of the S –waves which cannot penetrate the earth’s liquid core.
3. Figure B show the paths of P-waves which can penetrate the earth’s liquid core.
4. Earthquakes are generated when rocks underground suddenly break along a fault, this
sudden release of energy produce seismic waves that make the shaking of the ground.
https://www.youtube.com/watch?v=T0AEtX-uPLA for enrichment ,learners can view
this video
5. When seismic waves travel through the body of the earth, they behave in different ways
depending on what they encounter along the way.
6. If the speed of the wave increases, then it means that the rocks present in that particular
layer is denser.

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 7. If the speed of the wave slows down, then it indicates that the rocks present in that layer
are partially molten,
8. As the seismic waves reach the core, one kind of seismic wave (s-waves) disappears. It
means that the outer core is liquid.
9. When seismic waves travel deep within the body of the earth, it can be reflected or
refracted(bent) at certain depths. This clearly indicates that the earth from within is
layered.
10. Ultrasound is a scan that uses high frequency sound waves to study internal body
structures. Likened to an earthquake, whenever it occurs, the seismic waves (P and S)
spread out in all directions through the earth’s interior. Seismic stations will record the
seismic waves that have travelled through the depths of the earth’s body. The speed of the
waves will vary depending on the kind of material it passes through, some waves can be
reflected and refracted. The denser the area, the greater is the speed of the wave. The
behavior of the seismic waves gives us an information that the earth is made up of layers,
and each layer has different compositions.

Prepared by:

MARIA CRISTINA A. TALLUD

Writer
Cagayan National High School

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 SCIENCE 8
Name of Learner:
Grade Level:
Date: Score:

LEARNING ACTIVITY SHEET

Typhoon
Background Information for the Learners
Typhoon is a tropical cyclone with maximum wind speed of 118 to 220 kph. It is a
tropical cyclone that is dangerous and destructive. It brings with it heavy rains with strong, fast
swirling winds that rotate counterclockwise. Typhoons are massive weather phenomena in the
tropics. It is also one of the most destructive weather disturbances that affect the country. The
Philippines experiences an average of 20 typhoons every year. Typhoons are assigned 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 which creates wind. A tropical cyclone can generate winds by feeding moisture and
heat to the eye. Moisture and heat come from the air up drops that rise rapidly, condensing the
water vapor, thus, releasing heat through the process of convection. There are three main parts of
a typhoon namely: eye, eye wall, and rain bands. Typhoons gain energy as they move over warm
ocean water and lose energy once they move on to land.
Learning Competency and Code
Explain how typhoon develops and how it is affected by landmasses and bodies of water. (S8ES-
llf-21)

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 Activity 1- Track Me
A. Directions: Locate the words related to typhoon which are hidden in the box by
encircling them. Words might be hidden horizontally, vertically and perhaps even back to
front.
S E N A C I R R U H S E O M N N M
T T C N X Y R U C K L M E E R L H
I Y C Y C L O N E N S U Y V I C F
F P R L O V S B T N E R E F F I D
N H T O A T L A N T I C B U B F D
P O B U I L D I N G S A C W I I R
S O O K F H J S S P O R C O U C A
U N L F L O O D I N G S Y L D A E
N S E A B O A R D M A V G B H P I

B. Directions: Complete the sentences below and write in the empty space/s provided in
each item. Choose from the hidden words in the puzzle.
1. Typhoons and are the same type of , but they happen in
places. occur in the Ocean around Hawaii and Asia.
2. Hurricanes occur on the eastern along the United States and Central America.
3. Typhoons can be up to 2000 km wide. They move slowly over the , gaining
power and speed.
4. When they hit land, they can cause and destroy and .
5. Typhoon winds can up to 300 km per hour.
6. In the center of a hurricane is the of the storm.

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 Activity 2- Typhoon Formation

Directions: Read the paragraph and answer the questions below.

The formation of a typhoon is a multi-step process. The first step is the formation of a
tropical disturbance. A typhoon is a mature tropical cyclone that develops between 180 degrees
and 100 degrees East in the Northern Hemisphere. It forms when winds blow into areas of the
ocean where the water is warm. This creates pressure, which causes the winds to move very
quickly. The winds rotate around a center called an eye. The warmer air and more moisture
there are, the more intense the winds are. Also, typhoon occurs when a rough weather wave
using the Earth’s rotation, begins to rotate (also known as the Coriolis effect). The potential of
generating a pressure system increases as this wave spins into a complete circle with higher
pressure on the outside and a low- pressure center. Once a tropical cyclone reaches maximum
sustained winds of 74 mph or 119 kph or higher, it is then classified as a typhoon, hurricane, or
tropical cyclone depending on where the storm originates.

Typhoons during the rainy season

SOURCE:
https://ph.images.search.yahoo.com/search/images;_ylt=AwrPhO8aPxhfrwUA5xqzRwx.;_ylu=X
3oDMTE0aTdmYmRrBGNvbG8Dc2czBHBvcwMxBHZ0aWQDQjg4MDBfMQRzZWMDcGl2cw--
?p=typhoon&fr2=piv-web&fr=yfp- t#id=138&iurl=https%3A%2F%2Fupload.wikimedia.org
%2Fwikipedia%2Fcommons%2Fthumb%2Fe%2F e1%2FTyphoon_Herb.gif%2F1200px-
Typhoon_Herb.gif&action=click

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Questions:
1. What are the factors or requirements in the formation of typhoons?

2. When is a tropical cyclone considered as typhoon?

3. What are the possible effects of typhoon?

4. What is Coriolis effect?

5. What causes tropical disturbances?

Activity 3- Typhoon vs. Hurricane

Directions: Study the table below and give the differences between Typhoons and Hurricanes.
Typhoon Hurricane
Location

Longitude

Winds
Rotation

Months of
occurrence

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Questions:
1. When do most typhoons occur?

2. Where do most typhoons occur?

3. When do most hurricanes occur?

4. Where do most hurricanes occur?

5. What makes typhoons different from hurricanes?

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 Activity 4- Connect Me
Directions: 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

Column A Column B
1. A system of thunderstorm that are moving around a center A. Eye
2. It is where the severe weather occurs B. Tropical
cyclone
3. Calmest part of a typhoon C. Hurricane
4. Develops in the Northeast Pacific Ocean and Atlantic Ocean D. Super typhoon
5. Greater than 200 kilometers per hour E. Eye Wall
6. Tropical cyclone in the Western Pacific Ocean F. Typhoon
7. Measures air pressure G. Barometer
8. Measures temperature H. Meteorologist
9. A weather forecaster I. Thermometer
10. Coastal flood of rising water associated with J. Storm surge
low pressure weather K. Thunderstorms

Activity 5: Parts of a Typhoon

Directions: Use the words in the box below to label the parts of a typhoon.

Hurricanes

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SOURCE:https://ph.images.search.yahoo.com/search/images;_ylt=AwrwJQ2TQRhfsDEA8wa1
Rwx.;_ylu=X3oDMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg--
;_ylc=X1MDMjExNDczNDAwNQRfcgMyBGFjdG4DY2xrBGNzcmNwdmlkA2Y2Y2JuREV3TGpJd2x
yWktYeGc4d0FVMU5Ea3VNUUFBQUFEZW1UcWUEZnIDeWZwLXQEZnIyA3NhLWdwBGdwcmlkA2J2
Yk9pWGhzUlhlQkt2LlY1WDJuOEEEbl9zdWdnAzAEb3JpZ2luA3BoLmltYWdlcy5zZWFyY2gue
WFob28uY29tBHBvcwMwBHBxc3RyAwRwcXN0cmwDBHFzdHJsAzM3BHF1ZXJ5A3BhcnRzJTIwb2
YlMjB0eXBob29uJTIwZm9yJTIwYWN0aXZpdHkEdF9zdG1wAzE1OTU0MjU0MjA-
?p=parts+of+typhoon+for+activity&fr=yfp-t&fr2=sb-top-
ph.images.search&ei=UTF- 8&n=60&x=wrt#id=3&iurl=http%3A%2F
%2Fwww.enchantedlearning.com%2Fsubjects% 2Fweather%2Fhurricane%2Flabel
%2Ftopview%2Flabelsmall.GIF&action=click

eye eyewall spiral rain bands

How do you describe the following terms below?
A. Eye-

B. Eyewall-

C. Spiral rain bands-

Activity 6: Cyclone Category

Directions: 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.

Tropical Cyclone Category

Category Strongest wind gust (km/h) Typical wind effects
1 90-125 km/h

2 126-164 km/h

3 165-224 km/h

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 4 225-279 km/h

5 More than 280 km/h

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.

Activity 7: Strengthened or Weakened?

Directions: 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.

Landmasses Bodies of water

 Interactions with land  Gain energy from
will weaken warm ocean water
 Land masses weaken  Lose energy over
typhoons causing them cold water
dissipate if the land mass
 Heat coming from the
is large
surface layer of the
 Start losing energy once they ocean drives updrafts
move on land and evaporated
moisture upward.
 Mountain ranges with a large
Typhoons surface area with many slopes  Heat of the ocean
and curves, it can help break adds energy and
the eye of the typhoon results creating updrafts, air
in a slower wind speed pressure at the
surface drops

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 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 (underline only the specific
word/s so that it will not confuse the learners)

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.

Activity 8: Storm Me
Directions: Circle the best answer for each of the following questions.

1. It is called the quiet and calm area at the center of a typhoon?

A. Eye C. Hurricane
B. Eye wall D. Typhoon
2What is the needed type of water do for typhoons to occur?
A. Warm, river water
B. Cold, ocean water
C. Warm, tropical ocean water
D. Moderately cold ocean water
3. It is a narrow band of the strongest winds in a typhoon
which surrounds the eye?
A. Eye C. Hurricanes
B. Eye wall D. Typhoons
4. Where do typhoons form?
A. In a river C. Under the Earth
B. Over the ocean D. Over the land

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 5.What is a typhoon?
A. A type of climate
B. A type of earthquake
C. A tropical storm in the Northeast Pacific
D. A tropical storm that brings heavy rain
6.What term will be used when a storm that forms over the Atlantic Ocean?
A. Cyclone C. Tornado
B. Hurricane D. Typhoon
7. What is the difference between typhoons and hurricanes?
A. Wind speed C. Place they originate
B. Wind strength D. Amount of rainfall
8. How does a cyclonic wind move in the Northern Hemisphere?
A. Clockwise C. East-West
B. North-South D. Counter clockwise
9. What tropical cyclone category with a wind speed of between 119-200 kph?
A. Typhoon C. Tropical storm
B. Super typhoon D. Tropical depression
10. What statements about typhoons and hurricanes is true?
A. There are more hurricanes than typhoon in a year.
B. There are more typhoons than hurricane in a year.
C. Typhoons and hurricanes are different types of storm.
D. There is an equal number of typhoon and hurricane in a year.

REFLECTION:

1. I learned that

2. I enjoyed most on

3. I want to learn more on

References:

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

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.

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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/

.
ERMELINDA A. LIM
Cagayan National High School

ANSWER KEY:
Activity 1- Track Me
A.
1. Hurricanes, cyclone, different
2. Typhoons, Pacific
3. Atlantic
4. Seaboard
5. Flooding, buildings, crops
6. Blow
7. Eye
B.
S ENACI RRUH SEOMNNM LMEERLH SUYVICF EREFFID ICBUB
AVGBHPI
T T C N X Y R U C KI Y C Y C L O N E NF
N S E A B O A R D M

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 Activity 2- Typhoon Formation
1.
A. High humidity
B. Warm ocean water
C. Low atmospheric stability
D. Upper atmosphere divergence
E. Sufficient Coriolis effect to develop a low-pressure area
2. When the wind speed reaches 118 km per hour
3. Typhoons can bring dreadful damages due to thunderstorm, flooding
through intense rainfall, strong winds and extremely high tides, and storm
surges.
4. Coriolis effect is an effect whereby a mass moving in a rotating system experiences
a force
(the Coriolis force) acting perpendicular to the direction of motion and to the axis of
rotation. It is caused by the earth’s rotation; this effect makes the Earth’s winds and ocean
currents bend and curve.
5. When the water vapor from the warm ocean condenses to form clouds and releases
heat to the air. The warmed air rises and is pulled into the column of clouds.
Evaporation and condensation continue, building the cloud columns higher and larger.

Activity 3- Typhoon vs. Hurricane

Typhoon Hurricane

Northwest Pacific Ocean North Atlantic Ocean or the

NE Pacific Ocean
Location
West of the International East of the International Date
Date line line
Longitude
Sustained winds of 74 mph Sustained winds that reach or
exceed 74 mph
Winds
Counterclockwise in the Counterclockwise in the
Northern Hemisphere and Northern Hemisphere and
Rotation
clockwise in the Southern clockwise in the Southern
Hemisphere Hemisphere
most common from May to from June to November
October
- peak season mid-August
- peak months from to late October
Months of occurrence
August to October

1. Typhoon in the Northwest Pacific Ocean- most common from May to October

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 - peak months from August to October

2. Northwest Pacific Ocean

3. Hurricane Northeast Pacific Ocean and Atlantic Ocean- from June to November
- peak season mid-August to late October

4. North Atlantic Ocean or the NE Pacific Ocean

5. The place where they originate or formed.

Activity 4- Connect Me

1. B
2. E
3. A
4. C
5. D
6. F
7. G
8. I
9. H
10. J
Activity 5- Parts of a Typhoon
Spiral rain bands

Eye

Eyewall

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

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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”.

Activity 6- Cyclone Category

Tropical Cyclone Category

Category Strongest wind gust Typical wind effects
(km/h)
1 90-125 km/h - Negligible house damage.
Damaging winds - Damage to some crops, trees and
caravans Boats and craft may drag
moorings
2 126-164 km/h - Minor house damage
Destructive winds - Significant damage to signs, trees and caravans.
- Heavy damage to some crops
- Risk of power failure
Small craft may break moorings.

3 165-224 km/h - Some roof and structural damage.

Very destructive -Some caravans destroyed and blown away.
winds
- Power failure likely.
4 225-279 km/h - Significant roofing loss and structural damage.
Very destructive - Many caravans are destroyed and blown away.
winds
- Dangerous airborne debris.
- Widespread power failure.
5 More than 280 km/h - Extremely dangerous with widespread destruction.
Extremely - A lot of damage to homes and structure.
destructive winds

1. Public Storm Warning Signals are raised to warn the public of incoming
weather disturbances.

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 2. Public Storm Warning Signals
A. PSWS # 1- winds of 30-60 km/h may be expected in at least 36 hrs.
B. PSWS # 2 - winds of 61-120 km/h may be expected in at least 24 hrs.
C. PSWS # 3 - winds of 121-170 km/h may be expected in at least 18 hrs.
D. PSWS # 4 - winds of 171 - 220 km/h may be expected in at least 12 hrs.
E. PSWS # 5- winds over 220 km/h may be expected in at least 12 hrs.

Activity 7- 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

(You can also add at least two for the TRUE answer)

Activity 8- Storm Me
1. A- eye
2. C- warm, tropical ocean water
3. C- eyewall
4. B- over the ocean
5. D- a tropical storm that brings heavy rains
6. D- hurricane
7. C- place they originate
8. D- counterclockwise
9. B- super typhoon
10. B- there are more typhoons than hurricane in a year

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 SCIENCE 8

Name of Learner Grade Level

Section Date

LEARNING ACTIVITY SHEET

Understanding Typhoon
Background Information for the Learners
An interesting fact about tropical cyclones is the usage of different terms to call it,
depending on which hemisphere the tropical cyclone has occurred.

While the term “typhoon” is only used in the northwestern part of the Pacific Ocean,
for the northeastern part of the Pacific Ocean and in the northern part of the Atlantic Ocean,
the equivalent term is “hurricane”.

The Philippine archipelago is located inside the North-western Pacific Basin, the most
active tropical cyclone basin in the world. Philippine Atmospheric Geophysical
Astronomical Services Administration (PAGASA) even concluded that the country could
experience more typhoons or a whooping twenty (20) tropical cyclones that may possibly
enter the Philippine Area of Responsibility (PAR) every year. The Philippine Area of
Responsibility is the smallest and innermost monitoring domain, whose boundary is closest to
the Philippine Islands.

To better understand the concept of typhoons, the following activities were designed for
you to know more about typhoons that enter our country’s vicinity. The activities focus
particularly on the tracking of a typhoon’s movements using a map and tracking data. These
activities will make you experience how to be “little meteorologist” by plotting data and
analyzing them in order to know what to do before, during, and after a typhoon.

Tracking a tropical cyclone that enter the Philippine Area of Responsibility will direct
or serve as a guide to determine its present location, movement, and intensity for an up-to-
date weather information.

Learning Competency and Code:

Trace the path of typhoons that enters the Philippine Area Responsibility
(PAR) using a map and tracking data (S8ES-IIf-21).

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 Activity 1: Scramble to Track and Identify Me

Directions:
The jumbled terms inside the parenthesis are weather terminologies used in
weather forecasting for tracking the weather. For each item, scramble the given terms to
come up with
the correct terminologies to match the meaning or description of the given statements. Write
the correct answer in the blank provided.

1. (SMORT), any disturbed state of the earth’s atmosphere

affecting the surface and strongly implying destructive and unpleasant weather.
2. (TOPHONY), the mass of a tropical cyclone with a sustained
wind of 74 miles per hour or 65 knots or greater in the Western North Pacific Ocean.

3. (GRINAWN), a forecast issued when a severe weather

has
develop, already occurring, reported and detected in a radar.
4. (LOCCYNE), an area of closed pressure circulation with
rotating
and converging winds.
5. (YEE LAWL), the area where the strongest wind and rain of
a
tropical cyclone be found.
6. (TINTISENY), the maximum sustained 1-minute mean
surface
wind speed typically within one degree (1°) of the center of a tropical cyclone.
7. (CROPATIL CEOCLYN), a migratory low- pressure system
originated over tropical or subtropical waters having a definite organized circulation.
8. (NOSOMON), a seasonal wind produced by the
alternate
9. (PRESU HOOPNYT), a tropical cyclone with a
maximum
sustained one-minute mean surface winds of 242 kph (130 knots or greater).
10. (WHAJIRAFU TECFFE), the interaction between two
or
more tropical cyclones within 1500 km of each other.
11. (GUINESSTS), the peak wind speed or sudden
temperature
increase in wind.
12. (GLINTHING), a visible discharge of electricity
produced
in response to the build-up of electrical potential between cloud and ground.
13. (UNDERTHSMORT), a storm with thunder and
lightning
with a typically heavy rain or hail.
14. (RADONTO), a destructive of violently rotating wind shaving
the appearance of a funnel-shaped cloud and advancing beneath a large storm system.
15. (TIMIDHUY), the amount of water vapor in the
air.

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 Activity 2: Tracking a Typhoon: How to Do It?

Directions:
Given below are guides on how to track a tropical cyclone that may enter our vicinity.
Arrange them step-by-step from letter A-I to come up with the proper way to track a typhoon.
Write your answer on the space provided before each number.

1. Get the latest tropical cyclone information from your chosen agency (eg.
PAGASA, JTWC, JMA) through a website, the radio, TV, print or other sources.
2. Start plotting the present storm.
3. Get a piece of paper for you to jot down the present data info and the future data in
tabular form.
4. Print the blank Philippine Tropical Cyclone Chart.
5. Share the information to anybody in your community upon knowing where the
storm is.
6. Plot the coordinates by finding out the exact square where the tropical cyclone is
located
by the given latitude and longitude.
7. Plot the forecast positions as well as the past positions of the storm to know where
and
when the storm will strike. Don’t forget to add the date, wind speed and the line
connecting the points.
8. Pinpoint the precise location after having located the coordinates.
9. Repeat from step 1 again to master the plotting of these tropical cyclones.
Always remember, “practice makes perfect!”

Activity 3: Let’s Track my Boundary

Directions: Given the data on latitude and longitude, plot the points on the map below to
locate the specific spot on the Philippine Area of Responsibility (PAR). Then, mark each
location with a dot. Then, connect the dots to track the boundary of the Philippine Area of
Responsibility that will serve as a tracking chart or map to all tropical cyclones that enter our
country’s vicinity. Answer the given questions below.

Locations of Typhoon in Latitude and Longitude

Points Latitude Longitude
A. 5° N 115° E
B. 15° N 115° E
C. 21° N 120° E
D. 25° N 120° E
E. 25° N 135° E
F. 5° N 135° E

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 Tracking Chart for Philippine Area of Responsibility

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Source: Campo, Pia C., et-, al .Science-Grade 8. Learner’s Module. Department of Education. Pasig
City- 2013, pages 140 -141.

Answer the questions below:

1. What area is the coverage of the Philippine Area of Responsibility?
(Note: Refer to Tracking chart of PAGASA in activity 4 for your
answer.)

2. What is the role of the Philippine Area of Responsibility in monitoring tropical

cyclones
that may enter our vicinity.

3. Where do most typhoons that hit the Philippines come from?

.
4. A tropical cyclone is monitored at 15° N, 115˚E, can this directly affect our
country? Why?

5. Why do PAGASA closely monitor the track of a tropical cyclone that enters
the Philippine Area of Responsibility?

Activity 4: Let’s Track my Condition

Directions: Track the location of typhoon Lawin (Haima) using the given data by plotting
each latitude-longitude pair on the map showing the Philippine Area of Responsibility. Then,
answer the questions that follow:

Date: October 17-21, 2016

Tropical cyclone: Lawin, International name (Haima)
Typhoon category: Super typhoon
Source: DOST-PAGASA
Date Location of eye of tropical cyclone Lawin
Month/day/year Latitude(°N) Longitude(°E)

10/17/2016 13.2 135.6

10/17/2016 13.7 134.5
10/1820/16 14.4. 133.3
10/18/2016 14.9 132.0
10/19/2016 15.4 130.7
10/19/2016 15.67 129.1

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 10/1920/16 16.0 127.6
10/19/2016 16..0 126.0
10/19/2016 16.6 124.7
10/20/2016 17.2 123.2

10/20/2016 17.8 121.0

10/20/2016 18.4 120.0
10/20/2016 18.9 118.9
10/21/2016 20.3 119.0

TYPHOON TRACKING CHART

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 Source: DOST- PAGASA
Answer the following questions:
1. When did tropical cyclone Lawin enter the Philippine
Area of Responsibility?

2. In what direction did tropical cyclone Lawin moves as it crossed the Philippines?

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 3. Which province/provinces were hit directly by tropical cyclone Lawin?

4. Where did tropical cyclone Lawin make its successful landfall?

5. How many days did tropical cyclone Lawin stays in the Philippine Area of Responsibility?

6. When did tropical cyclone Lawin leave the Philippine Area of Responsibility?

7. What is the basis of PAGASA in categorizing Lawin as a super typhoon?

8. At 11:00 AM, tropical cyclone Lawin is located at 360 km SE of Tuguegarao City

moving at a velocity of 15 km/hr. How many hours do we expect for typhoon Lawin
to leave the Philippine Area of Responsibility?
Note: v = d/t, where v (velocity), d (distance), t (time)

Activity 5: Track Me like A Meteorologists

Directions:Using the data in the table, plot the hourly location of tropical cyclone Ambo
(Vongfong) using each latitude-longitude pair on the given map showing the Philippine Area
of Responsibility. Mark each location with a dot. Connect the dots to track the location of
tropical cyclone Ambo from May 14-16, 2020 and answer the given questions.

Date: May 14-16, 2020

Tropical cyclone: Ambo (International name Vongfong)
Source: DOST-PAG-ASA
http://bagong.pagasa.dost.gov.ph/tropical-cyclone/tropical- hourly- track

Tropical Cyclone “Ambo” Hourly Position

Date Time Location of eye of tropical Intensity
cyclone
(Hour)
Latitude(°N) Longitude(°E)
5/14/20 11: 00 AM 12.2 125.7 Typhoon
5/14/20 12:00 PM 12.2 125.6 Typhoon

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 5/14/20 1:00 PM 12.2 125.4 Typhoon
5/14/20 2:00 PM 12.2 125.3 Typhoon
5/14/20 3:00 PM 12.0 125.1 Typhoon
5/14/20 4:00 PM 12.0 125.1 Typhoon
5/14/20 5:00PM 12.3 124.9 Typhoon
5/14/20 6:00 PM 12.3 124.7 Typhoon
5/14/20 7:00 PM 12.3 124.6 Typhoon
5/14/20 8:00 PM 12.3 124.6 Typhoon
5/14/20 9:00 PM 12.3 124.5 Typhoon
5/15/20 10:00 PM 12.4 124.3 Typhoon
5/15/20 11:00 PM 12.5 123.9 Typhoon
5/15/20 12:00AM 12.5 123.9 Typhoon
5/15/20 1:00 AM 12.6 123.5 Typhoon
5/15/20 2:00 AM 12.7 123.5 Typhoon
5/15/20 3:00 AM 12.8 123.3 Typhoon
5/15/20 4:00 AM 12.9 123.2 Typhoon
5/15/20 5:00 AM 13.0 123.0 Typhoon
5/15/20 6:00 AM 13.1 122.9 Typhoon
5/15/20 7:00 AM 13.2 122.7 Typhoon
5/15/20 8:00 AM 13.4 122.6 Typhoon
5/15/20 9:00 AM 13.5 122.4 Typhoon
5/15/20 10:00 AM 13.6 122.3 Typhoon
5/15/20 11:00AM 13.7 122.2 Severe tropical storm
5/15/20 12:00 PM 13.8 122.1 Severe tropical storm
5/15/20 1:00 PM 13.9 121.9 Severe tropical storm
5/15/20 2:00 PM 14.2 121.8 Severe tropical storm
5/15/20 3:00 PM 14.2 121.8 Severe tropical storm
5/15/20 4:00 PM 14.4 121.7 Severe tropical storm
5/15/20 5:00PM 14.6 121.5 Severe tropical storm

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 5/15/20 6:00 PM 14.7 121.5 Severe tropical storm
5/15/20 7:00 PM 14.8 121.4 Severe tropical storm
5/15/20 8:00 PM 15.0 121.2 Severe tropical storm
5/15/20 9:00 PM 15.1 121.1 Severe tropical storm
5/15/20 10:00 PM 15.2 121.0 Severe tropical storm
5/15/20 11:00PM 15.3 120.9 Tropical storm
5/16/20 12:00 AM 15.5 120.8 Tropical storm
5/16/20 1:00 AM 15.7 120.7 Tropical storm
5/16/20 2:00 AM 15.9 120.7 Tropical storm
5/16/20 3:00 AM 16.1 120.6 Tropical storm
5/16/20 4:00 AM 16.2 120.6 Tropical storm
5/16/20 5:00 AM 16.5 120.6 Tropical storm
5/16/20 6:00 AM 16.7 120.5 Tropical storm
5/16/20 7:00 AM 17.0 120.3 Tropical storm

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 TYPHOON TRACKING CHART

Source: Philippine Geophysical and Astronomical Services Administration

(PAGASA)

Questions:
1. In what direction did tropical cyclone Ambo moves as it entered the Philippine Area of
Responsibility?

2. Which part of the country is directly affected by tropical cyclone Ambo?

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 3. Did tropical cyclone Ambo make its successful landfall in the country?

4. How many days did tropical cyclone Ambo stays in the Philippine Area
of Responsibility?

5. When did tropical cyclone Ambo leave the Philippine Area of Responsibility (PAR)?

6. On May 15, 2020, the cloud-filled cyclone was located over Macalelon, Quezon
(near 13.8˚N,122.1˚E) about 65 km East-Southeast of Tayabas City, Quezon
moving at 150 kph with a category signal number 3 within 18 hours. How many
km is tropical cyclone Ambo in Southeast of Metro Manila? Note; d=v/t

7. What is the basis of PAGASA in categorizing a tropical cyclone?

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 Activity 6: Let’s Track my Origin
Directions: Analyze the plotted tracks of four tropical cyclones that entered the Philippine
Area of Responsibility and answer the given questions.

Tropical Cyclones that entered the Philippine Area of Responsibility

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 C

D
Questions:
1. Which tropical cyclone develops inside the Philippine Area of Responsibility?

2. In what direction did the four tropical cyclones move?

3. Which tropical cyclone/cyclones directly hit the Visayan region?

4. Which tropical cyclone/cyclones hits the Cagayan Area?

5. Which tropical cyclone stays longer in the Philippine Area of Responsibility?

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 6. Where do a tropical cyclone usually die out?

7. What are the requirements for a tropical cyclone to die out?

8. Why is Southern Mindanao not usually hit by tropical cyclones?

Activity 7: Let’s Track my Anatomy

Directions: Study and analyze the anatomy of a tropical cyclone below with its labeled parts
and answer the given questions:

ANATOMY OF A TROPICAL CYCLONE

I. PICTURE ANALYSIS:
1. What weather factors determine the eye of a tropical cyclone?

2. How do air masses move at the eye of the tropical cyclone?

3. Which part of the tropical cyclone produces a greater wind speed?

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 4. How do you describe the condition at the eye of a tropical cyclone?

II. DATA ANALYSIS:

The following are the data recorded on air pressure:
Location A B C D
Air pressure in 820 840 880 890
millibars(mb)

1. How do you compare the air pressure at location A. B, C, and D?

2. At which location/ locations shows the possible formation of a tropical depression?

The data of wind speed at two locations were given below:

Location E F
Wind speed(km/hour) 30 210

3. What part of the tropical cyclone where location E is located? How about at F? Why?

4. What is/ are the difference/s of the wind speed within the eye and at the eyewall?

5. Using the Public Storm Warning Signals (PSWS), what it means when by a wind
speed of more than 185 kph and be expected in at least 12 hours?

Reflection:
1. I learned that

2. I enjoyed most on

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 3. I want to learn more on

Answer key:
Activity 1. Track and identify me
1. Storm 6. Intensity 11. Gustiness
2. Typhoon 7. Tropical cyclone 12. Lightning
3. Warning 8. Monsoon 13. Thunderstorm
4. Cyclone 9. Super typhoon 14. Tornado
5. Eye wall 10. Fugiwhara effect 15. Humidity

Activity 2. Tracking a Typhoon: How to Do It?

1. B 6. E
2. D 7. G
3. C 8. F
4. A 9. I
5. H

Activity 3. Let’s Track My Boundary

1. It encloses the Philippines, most of Palau Island, Taiwan, and northern tip
of Borneo.
2. It serves as our tropical cyclone advisory and information domain about the weather
disturbance to the public.
3. Most tropical cyclones that hit the country comes from the Pacific Ocean.
4. No, it will not directly affects our country because it is located outside the Philippine
Area of Responsibility.
5. PAGASA closely monitors any tropical cyclone that may form and enter the
Philippine vicinity to let the public be aware and prepare to avoid many losses of
lives.

Activity 4. Let’s Track my Condition

1. October 17, 2016
2. North-West-North
3. Cagayan and Isabela
4. Cagayan (Penablanca), October 19, 2016
5. Four (4) days
6. October 21, 2016
7. The wind speed of above 200 km/h is categorize as super typhoon by PSWS.
8. Given: d=360 km SE of Tug. City, v = 15 kph, t =?

t=d/v
(360km/15 km/h)
t= 24 h
I. Lawin has a wind speed of 270 km/h.

Activity 5. Track me like a Meteorologists

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 1. West-North-West
2. Eastern Samar
3. Yes
4. 4 days (MAY 14 -17, 2020)
5. May 18, 2020
6. Given: v=150 kph, t=18 hrs. , d=?
i. d =v/t (150 kph/18 hrs.)
ii. = 8.33 km SE of Metro Manila
7. PAGASA categorized tropical cyclone based on their wind speed
Activity 6. Let’s Track my Origin
1. Tropical storm Jenny (Pudol)
2. North-West direction
3. Tropical cyclone Ursula and Samuel
4. Tropical cyclone Jenny
5. Typhoon Ursula (Phanfone)
6. Near the land or usually weaken when they hit land because they are no longer
sustained by the energy from the warm ocean waters.
7. There are six (6) requirements for a tropical cyclone to die out: Insufficient
warm sea surface temperature, atmospheric instability, humidity in the
troposphere, not enough Coriolis force to sustain a low pressure area center,
pre-existing high level focus or disturbance, and high vertical wind.
8. Southern part of the Philippines is not usually hit by tropical cyclones because
it too close to the equator where there are no Coriolis force or spinning
counter-clockwise of winds to cause cyclones.

Activity 7. Let’s Track my Anatomy

I. Picture Analysis:
1. Wind speed, wind direction, temperature and humidity.
2. The air circulating around a high- pressure center is move toward the left,
causing
i. circulation in a counterclockwise direction in the eye.
3. Eye wall
4. Calm weather
II. Data Analysis:
1. A has the lowest air pressure than B, C, and D has the highest recorded air
pressure.
2. At A
3. Location E is at the Eye because it has low wind speed, while location F is at
the eye wall because it has greater wind speed.
4. At the eye is calm, while at the eyewall has greater wind speed.
5. The typhoon is potentially very destructive. Large trees are expected to be
uprooted and residential and institutional buildings could be severely
damaged.

References:
Campo, Pia C., et-, al. 2013. Science-Grade 8. Learner’s Module. Pasig City Department of
Education.

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 Edwin T., Cyclones. 1984. Heavy Weather Guide. Annapolis, Maryland. Naval Institute.

“Hurricanes, Typhoons and Tropical Cyclones”. 1990. NOAA -AOML, Hurricane

Research Division Philippine Almanac: A Primer on Terms Used by PAGASA.
Books. google.com.ph 1990

Jochen Zschau, Andreas N. Kupper. 2013. Science. Joint Typhoon Warning Center
(JTWC).

W., Gray, W. M.Mielke. P.W and Berry. 1992. Surface Temperature Patterns.

Rellin, M.F., Jesuitas, A.T., Sulapat, L.R. Book of Facts1990. Aurora Publications.

Websites:

Philippine Area of Responsibility.bagong.pagasa.dost.gov.ph/learning-tools/philippine-

area-of-responsibility.GOV.PH: Open Data, Portal Official Gazette

Robert F. Rogers,. Jun A. Zhang,Tropical Cyclones and Hurricane ,2019

Tropical Cyclone Guide.Typhoon2000.com Copyright © 2002-2006

Tropical cyclone. bagong.pagasa.dost.gov.ph/learning-tools/philippine-area-of-

responsibility GOV.PH: Open Data, Portal Official Gazette

Prepared by:

EMERLITA N. MORALES
Cagayan National High School

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 SCIENCE 8

Name of Learner: Grade Level:

Section: Date:

LEARNING ACTIVITY SHEET

Comets, Asteroids, and Meteors
Background Information for the Learners
Aside from the eight major planet and their satellites, other members of the solar system
are the asteroids, meteoroids, and comets. They are remnants of our solar system 4.6 billion
years ago.

ASTEROIDS: These are rocky fragments

that orbits around the sun.

METEOROID: It is an asteroid or a
fragment of a comet that orbits the inner
planets. It usually burns up when it enters
Earth’s atmosphere.

METEOR: If a meteoroid enters the Earth’s

atmosphere and vaporizes, it becomes a
meteor, which is often called a shooting star.

METEORITE: When a fragment from the

meteoroid survives its passage through the
Earth’s atmosphere and makes it to the
ground, it is now called meteorite.

COMET: Icy bodies or objects which originates

from outer solar system, often with a coma and

Learning Competencies and Code:

Compare and contrast comets, meteors, and asteroids. (S8ES-IIag-22)

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 Activity 1: Who Am I?

Directions: Read the descriptions given and distinguish whether they are comet, asteroid, or
meteor. Put a check mark (√) on the appropriate column.

COMET ASTEROID METEOR

DESCRIPTIONS

1. I have a tail.
2. I am Ceres.
3. I was discovered by Edmund Halley.
4. I am known as shooting star.
5. I come from between Mars and Jupiter.
6. I come from Kuiper Belt and Oort cloud.
7. I am an icy body that orbits the sun.
8. They call me meteorites when I reach the
earth.
9. I am a bright streak of light in the sky and
lasts for a few seconds.
10. I am composed of silicates.

Activity 2: True or False

Directions: Read the statements below about comets, meteors and asteroids, Check (√) the
column TRUE if the given statement is correct, and put a cross (X) under the column FALSE
if it is incorrect.

STATEMENTS TRUE FALSE

1. Asteroids, comets and meteors are parts of the solar system. They
also revolve round the sun.
2. A meteoroid is a chunk of dust and ice that orbits around the sun
and slowly vaporizes as it goes near the sun.
3. Comets are often seen in the night sky as “shooting stars”.
4. When a comet is away from the sun, it has no tail.
5. Asteroid usually come from the Oort cloud which is beyond our
solar system.
6. A meteoroid usually burns up when it enters Earth’s atmosphere.
7. The tail of a comet is always directed away from the sun.
8. Halley’s comet which was discovered by Edmund Halley appears
every 86 years.
9. A meteor and a meteor shower are light phenomena; they are not
stars.
10. The orbit of an asteroid is more rounded and less elliptical than
the orbit of a comet.

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 Activity 3: Fill Me Up!

Directions. Complete the graphic organizer below by filling in the blank boxes with
appropriate words or terms to compare and contrast the shape, size and composition of
comets, asteroids and meteors.

Composition Origin
Origin

Asteroids
Solar System’s Small Comets
Bodies
Size and shape

Composition Size and shape

Meteoroids
Origin

Size and shape

Can become
Composition

Types

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 Activity 4: Describing Space Rocks

Directions: Compare and contrast comets, asteroids, and meteors using the graphic organizer
below. Write your answers on the spaces provided.
COMET ASTEROID

Can you write some similarities?

______ ____________________________

Activity 5: Myth or Fact?

In ancient Chinese book, written 300 B.C., it is explained how the arrival of comets has caused various disast

Directions: Choose at least three superstitions (one from the Philippines and the rest from
other countries). Do research about the superstitious beliefs on comets, asteroids, and meteors
using the needed information below. Write your answers on the correct columns.

Superstitions and
Scientific
Country beliefs on asteroids, Human Impact
Basis/Evidence
comets and meteors

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Practice Personal Hygiene at all 9
 Activity 6: Believe It or Not?

Before scientists understood meteors, ancient people came up with stories of their own to explain their existe

Directions: Read the following selection and answer the questions below.

Meteor Shower Myths

“When you wish upon a star, makes no difference who you are, anything your heart
desires will come to you.”

These are the opening lines to the song “When You Wish Upon A Star”, written in
the 1940’s for Disney’s movie Pinnochio. The idea that meteor showers, or shooting
stars, are lucky or can grant wishes is an idea that has permeated certain cultures for
centuries. Other civilizations have attributed negative aspects, such as bad omens, with
so-called ‘falling stars’. With no way to explain these natural occurrences, ancient
cultures gave superstitious or supernatural rationalizations for these specks of falling
light in the sky. No matter what the connotation, one thing is certain – human being
are fascinated with these beautiful displays of astral light.

Many other cultures venerated these rare rocks from the heavens as well, such as
the Native Americans. Their shamans, or medicine men, sometimes wore the rocks as
sacred amulets, and passed them down through the generations. The Black Stone of
the Ka’baa is another meteorite held sacred. In Islam, Jewish, and Christian faiths, it is
believed to have been sent from Heaven to Abraham and now resides in a holy mosque
in Mecca. (Source – Sacred Mists)

The Greek philosopher Aristotle was one of the first to use science rather than
religion or myth to explain meteors. He speculated around 350BC that meteors were
akin to lightning, merely hot and dry streams of wind that had risen from the dry land
and been warmed by the sun, creatingGuide streaks of “fire” as they rose towards the
heavens. He believed that their upwards momentum created friction and caused the
particles to burst into flames. It was not until 1833 that people began to understand
that meteors were small particles in space colliding with our atmosphere. This was
around the time that Newton had discovered gravity, and scientists were beginning to
understand that the Earth was rotating very rapidly and that anything which hit the
atmosphere would be destroyed. (Source – Cambridge.org)

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 Regardless of how they are viewed, meteor showers are a sight to behold.
And perhaps mankind needs the myths and legends, the ideas of the divine or the
holy, to remind them that there is a huge world out there and that all things are
fleeting.

Source: Meteor Shower Myths. Actforlibraries.org.

http://www.actforlibraries.org/meteor-shower-
myths/. Date accessed: June 17, 2020

1. Do you believe on the superstitions about meteors, comets or asteroids? Yes or No.

2. Do superstitions about comets and asteroids have scientific basis? Explain your answer.

REFLECTION:

Directions: Complete the statements below based on your understanding about comets,
meteors and asteroids.

1. I learned that

2. I enjoyed most on

3. I want to learn more on

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REFERENCES:

Books

Felicerta, Corazon N. et.al.2006..Breaking Through Integrated Science.16772 Quezon

Avenue. C&E Publishing, Inc. ,
Ocampo, Pia C. , et.al. 2013. Science 8 Learner’s Module. First Edition. Pasig City.Vibal
Publishing House, Inc.
WEBSITES
Asteroids, meteorites, cosmos, land, space, planet, earth, astronomy, planet-space, sky,
satellite view, Royalty Free Photos. https://www.pxfuel.com/en/free-photo-
iupmu.Date Accessed:June 16, 2020

Clker-Free-Vector-Images. Comets, Asteroids, Free Photo.

https://www.needpix.com/photo/170860/comet-meteor-asteroid-fire-ball-light-fly-
space- tail-free-vector-graphics
Gough, Evan. Don’t Worry About Asteroid 2006QV89.Date Accessed: June 07, 2019. June
16, 2020
Kyara_fabre.Superstitions beleifs in Philippines about comets and asteroids with scientific
basis? Ask me fast.com.
https://www.askmefast.com/Superstitious_beliefs_in_philippines_about_comets_and_a
s teroi ds_with_scientific_basis-qna9496454.html#q8010763. Date Accessed: June
16, 2020

Mousob, Rafael. Meteor Fire Free Comet 2019. Date accessed:June 16, 2020
Pratte, Alex. Comets and Stuff. April 10, 2016. Date Acccessed: June 26,
2020 https://www.pxfuel.com/en/free-photo-iupmu
NASA Denies the “End of the World” in October by the Asteroid FT3. July 12, 2019. Date
Accessed: June 16, 2020:

Unknown Camera taken 3/19/2017, Creative Commons.

https://pxhere.com/en/photo/1061256.

Prepared by:

LIEZEL T. CUMIGAD
Cagayan National High School

MARITES E. PASCUAL
Cagayan National High School

Practice Personal Hygiene at all 9

Answer Key:

Activity 1: Who Am I?

COMET ASTEROID METEOR

DESCRIPTIONS

1. I have a tail. √
2. I am Ceres. √
3. I was discovered by Edmund Halley. √
4. I am known as shooting star. √
5. I come from between Mars and Jupiter. √
6. I come from Kuiper Belt and Oort cloud. √
7. I am an icy body that orbits the sun. √
8. They call me meteorites when I reach the √
earth.
9. I am a bright streak of light in the sky and √
lasts for a few seconds.
10. I am composed of silicates. √

Activity 2: True or False

STATEMENTS TRUE FALSE

1. Asteroids, comets and meteors are parts of the solar system. They √
also revolve round the sun.
2. A meteoroid is a chunk of dust and ice that orbits around the sun x
and slowly vaporizes as it goes near the sun.
3. Comets are often seen in the night sky as “shooting stars”. x
4. When a comet is away from the sun, it has no tail. √
5. Asteroids is usually come from the Oort cloud which beyond our x
solar system.
6. A meteoroid usually burns up when it enters Earth’s atmosphere. √
7. The tail of a comet is always directed away from the sun. √
8. Halley’s comet which was discovered by Edmund Halley appears x
every 86 years.
9. A meteor and a meteor shower are light phenomena; they are not √
stars.
10. The orbit of an asteroid is more rounded and less elliptical than √
that the orbit of a comet.

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 Activity 3: Fill Me Up!
Silicates(olivine and
pyroxene),
Iron, Nickel Kuiper belt and
Main asteroid belt
Oort Cloud

Composition
Origin Origin
Asteroids
Solar System’s Small Comets
Bodies
Size and shape
Varied/Irregular Size and
Typically less than 1 composition
km; some are more shape Ice(frozen water), FrozenVaried/Irregular
than 300 km in gases(Ammonia,Methane, Excluding the
diameter 2
CO and other Organic tail,
Compounds about the size of
a mountain

Meteoroids Comets or
Origin asteroids; moon
or other planets
Size and shape

Smaller composition
than
comets or Rock or dust Can become
asteroids

Meteorites Meteor

Types

Stony Stony-Iron Iron meteorites

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 Activity 4: Describing Space Rocks

COMET ASTEROID

-Made of ice,rock and Can you write some similarities? -Made of rock and metals
compounds with hydrogen -they are space debris (space rocks)
and carbon -Relics of the early solar system -Have no tails
-Orbit the Sun -Located in Asteroid belt
-Located most in outer
-Not spherical
solar system(Kuiper belt or -Have collided with the earth -May have caused mass
OOrt cloud extinctions on Earth
-May have delivered water
to earth

-Meteors are known as shooting stars

-It is a meteoroid that enters Earth’s atmosphere and
vaporizes
Meteoroids are smaller than asteroids
-Debris from comets or asteroid is the source of many
meteoroids

Activity 5: Myth or Fact?

Superstitions and beliefs on

Scientific
Country asteroids, comets and Human Impact
Basis/Evidence
meteors

When there is a comets

In Philippines the
Superstitions about present in the sky they
supertitious that are related
comets and thought that there is
to meteor is that falling star
Philippines asteroids have something supernatural
or wishing rock!
absolutely no person inside it which is
scientific basis sent from heaven to save
people.

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 The arrival of comets has
caused various disasters,
The appearance of a comet is It has no scientific
such as wars, the
often seen as a sign of basis since its
dethronement of powerful
China destructive and tragic events, superstitious. rather
leaders, mysterious whale
which will come to pass in was base in local
deaths and a lack of vital
the near future. folk tale.
ingredients, such as salt,
fish and rice.

In Japan, when you see a

comet, it means death.
The people avoid/afraid of
Japan No scientific basis
looking comets passing.

Activity 6: Believe It or Not?

1. Do you believe on the superstitions about meteors, comets or asteroids? Yes or

No. No
2. Do superstitions about comets and asteroids have scientific basis? Explain your answer.
There is no scientific basis. It is only based from patterns and the human desire to
explain the world around us.

Practice Personal Hygiene at all 9