Activity 1

Shake it off!

I. Objectives:
 Describe the different types of faults.
 Explain the processes that occur along the different faults.
 Interpret the resulting geologic events in each type of faults.

II. Materials:
 2 Plywoods

III. Procedure:
 Divide the students into small groups.
 Students flatten both plywood that serves as the earth's crust.
 Demonstrate the different earthquake faults.
 Examine what happens at the earth’s crust with different movement.

Guide Questions:

1. What are earthquake faults?

2. What is the relationship between earthquake and faults?
3. What have you observe from the different faults?
4. What geological features are formed on normal fault and reverse fault ? How about
strike-slip fault?
 Activity 2

What happens on a fault?

I. Objectives:
 To answer the following questions.
 To know what happens when two plate boundaries move.

II. Materials:
 8 pcs Cardboard or any unused flat surfaced material (about the same size of a 1/8
illustration board)
 Modeling Clay
 Marker

III. Procedures: Take a pair of cardboard for every type of fault line. Put a handful of clay and
flatten it on the surface of the cardboards placed between the boundaries of the cardboards. Slowly move
the cardboards that represent the plate’s movement on how the different kinds of fault lines move.

Guide Questions:

1. What happens when two plate boundaries collide to each other? What geological
structure is formed?
2. What happens when two plate boundaries diverge from each other?
3. What causes the formation of fault lines?
4. What would likely happen when an earthquake happens under the ocean?
 Activity 3

Case Study

I. Objectives:
 To be aware of the important events in history.
 To be able to make a written report that contains a clear, practical or applicable, and
comprehensive guide on safety and protection in reducing damages of earthquakes and
tsunamis.

II. Materials:

 Internet
 Library References
 Paper
 Pencil or Pen

III. Procedures: Using Internet and library references, your group will investigate a past
earthquake occurrence. The report should describe the events: where, when, the magnitude of the
earthquake, and what happened to the people and the environment. Your report should include
answers to the following questions:

1. How can the event be characterized using the concept of hazard and risk? In this case,
what was/were the risk?

2. What steps could have been taken to reduce the risk to where the people were
exposed?

Based from your group’s findings, prepare a written report and make a presentation to the
class in the form of news casting or panel discussion.

Source: Aquino, M. D, et al. (2013) Worktext in Science and Technology. Rex Book Store, Inc. (RBSI)
pp. 369
 Activity 4

Choco-Plate Tectonics

I. Objectives
This activity aims to:

1.) Identify the three types of plate boundaries in Plate Tectonics

2.) Differentiate how each boundary move

3.) Compare and contrast each boundary's effects

II. Materials
Soft Caramel-filled Chocolates (2.5 inches width and 1 inch height)

III. Procedures
1.) Divide the class in to groups with 5 students each.

2.) Make a line at the center of the chocolate bar and slowly slip the both ends.

3.) Then, using the chocolate, hold the both ends of it and slowly pulls it away without
separating it completely.

4.) Next, push the both ends towards each other.

Questions
1.) What kind of plate boundary is demonstrated in Procedure No. 1?

1.1) What happened to the chocolate?

2.) In Procedure No. 2, what kind of plate boundary is being demonstrated?

2.1) What happened to the chocolate?

3.) What kind of plate boundary is demonstrated in Procedure No. 3?

3.1) What happened to the chocolate?

 ACTIVITY 5

Let's Wave!

I. Objectives
This activity aims to

a.) determine the two types of seismic waves and how their movements differ and;

b.) indicate which one is faster, the Primary Wave or the Secondary Wave

II. Materials
Slinky Large table

III. Procedures
1.) Assign each student a partner.

2.) On a large table, both students are holding the slinky, one at the right end and the other

at the left.

3.) Then, the first student will make movements on the slinky at the right side

3.1) Slowly push the slinky towards the other end

3.2) Quickly push it towards the other end

4.) Next, the other student will make movements on the slinky at the left side

4.1) Slowly move the slinky from side to side

4.2) Quickly move it from side to side

Questions
1.) What type of seismic wave is demonstrated in Procedure No. 2?

2.) What type of seismic wave is demonstrated in Procedure No. 2?

3.) Which one is faster; P-wave or the S-wave? Why?