Science 8 Q2 F

QUARTER 2
Science G8
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The Editors
PIVOT 4A CALABARZON Science G8

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020
Science
Grade 8
Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
Owen Agustin Peña

Content Creator & Writer
Jhonathan S. Cadavido
Internal Reviewer & Editor
Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator
Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
Crist John Pastor, Philippine Normal University

External Reviewer & Language Editor
Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

Guide in Using PIVOT 4A Learner’s Material
For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Science as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own answer sheet.
For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process
This part presents the MELC/s and the desired

Introduction
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development
him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.
In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement
doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation
information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

WEEK
1 Earthquakes and Faults
Lesson
I
In this lesson, you will be using models or illustrations to explain how
movements along faults generate earthquakes.
Take time to read this article about the earthquake that happens in Luzon.
“5.3-magnitude quake hits Luzon, Philippines”
An earthquake with a magnitude of 5.3 jolted Luzon of the
Philippines on Sunday morning, the US Geological Survey said. The epicenter,
with a depth of 86.86 km, was initially determined to be at 14.0476 degrees north
latitude and 120.525 degrees east longitude.
The three widely felt earthquakes shook the Philippines today, but it’s
unclear if they triggered each other. The earthquake, which struck at 3.18am.
local time on Sunday, was centered in the sea, about 31km (20 miles) northeast of
Lubang Island, or 89km (55 miles) west of Calamba and 65km (41 miles)
southwest of Balanga.
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) said the

quake measured 5.5 and struck at a depth of 85km (53 miles), which is relatively
deep. There is no threat of a tsunami but aftershocks are likely, according to
PHIVOLCS.
Shaking from the earthquake was felt across the region, including in
Manila and Quezon City, where some said the tremors were strong enough to
wake them. There were no immediate reports of damage or casualties. The
Philippines is on the so-called ‘Pacific Ring of Fire’, an arc of fault lines circling the
Pacific Basin which are prone to frequent and large earthquakes. Volcanic
eruptions also occur frequently in the region. - The Philippines Daily Inquirer/
Asian News Network, May 16, 2020.
What is an Earthquake?
An earthquake is caused by a sudden slip on a fault. The tectonic
plates are always slowly moving, but they get stuck at their edges due to friction.
When the stress on the edge overcomes the friction, there is an earthquake that
releases in the form of energy in waves that travel through the earth's interior
and crust that cause the shaking that we feel. Have you experienced an
earthquake?
What is a Fault?
A fault is a fracture or zone of
fractures between two blocks of rock. Faults
allow the blocks to move relative to each
other. This movement may occur rapidly, in
the form of an earthquake or may occur
slowly, in the form of creep. Faults may
range in length from a few millimeters to
thousands of kilometers. Most faults
produce repeated displacements over
geologic time. See figure 1, can you point out
where the fault is?
PIVOT 4A CALABARZON Science G8 6

How do faults produce quakes?
Energy from Earth’s interior makes the ground move. Friction hold the rocks
together. Once the friction is overcome, the ground will move and the earthquake
will occur. Earthquakes are caused when faults slip suddenly.
Friction between the two sides of a fault keeps it from moving until the stress
on the fault overcomes the friction, then the fault slips and creates an
earthquake.
Types of Faults
Faults are classified according to movement of two blocks. There are three
types of faults namely:
(1) Normal Fault; 2()Reverse Fault, and (3) Strike-Slip Fault.
1. Normal Fault
A dip-slip fault in which

the block above the fault has
moved downward relative to the
block below. This type of faulting
occurs in response to extension.
“Occurs when the “hanging wall”
moves down relative to the “foot
wall”.
2. Reverse Fault
A dip-slip fault in which the
upper block, above the fault plane,
moves up and over the lower block.
This type of faulting is common in
areas of compression, When the dip
angle is shallow, a reverse fault is
often described as a thrust fault.
“Occurs where the “hanging wall”
moves up or is thrust over the “foot
wall”.
3. Strike-Slip Fault
A fault on which the two blocks

slide past one another. The San
Andreas Fault is an example of a
right lateral fault
7 PIVOT 4A CALABARZON Science G8

There are two types of Strike-slip fault movement.
1. A left lateral strike-slip fault
If you were to stand on the fault

and look along its length, this is
a type of strike-slip fault where
the left block moves toward you
and the right block moves away.
2. A right lateral strike-slip fault
If you were to stand on

the fault and look along its
length, this is a type of strike-
slip fault where the right block
moves toward you and the left
block moves away.
What Are the Types of Stresses in the Earth's Crust?

The Earth has three layers, the crust, the mantle and the core. The Earth’s
crust is like the shell of an egg; it is the thinnest of the Earth’s layers. The crust is
broken into several parts, known as the continental plates. When the plates are
pulled or pushed together, stress occurs. Four types of stresses affect the Earth’s
crust: compression, tension, shear and confining stress.
1. Compression Stress
Compression is a type of stress that causes the rocks to push or squeeze
against one another. It targets the center of the rock and can cause either
horizontal or vertical orientation. In horizontal compression stress, the crust can
thicken or shorten. In vertical compression stress, the crust can thin out or break
off. The force of compression can push rocks together or cause the edges of each
plate colliding to rise. Mountains are a result of high-impact compression stress
caused when two plates collided.
2. Tension Stress
Tension is the opposite of compression. While compression forces the rocks
and crust to collide and move together, tension forces the rocks to pull apart.
Tension can happen in two ways. Two separate plates can move farther away from
each other, or the ends of one plate can move in different directions. Some
scientists think tension stress caused the ancient, massive continent Pangaea to
break off into the seven continents we have today.
3. Shear Stress
When shear stress occurs, the force of the stress pushes some of the crust
in different directions. When this happens, a large part of the crust can break off,
which makes the plate size smaller. Shear stress usually happens when two plates
rub against each other as they move in opposite directions. The friction of a shear
stress at the edges of the plate can cause earthquakes.

4. Confining Stress
When stress is applied to all sides of the crust, confining stress occurs.
When this happens, the crust compacts, which makes it look smaller. If the stress
is too much for the crust to handle, the crust can fracture from the inside. This
causes the crust weight to decrease but the crust shape remains the same.
Because this type of stress can hollow out the insides of the crust, confining
stress can cause sinkholes in the Earth.
D
Learning Task 1: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
1. What is the magnitude of Earthquake took place in Manila?
A. 5.2 B. 5.3 C. 5.4 D. 5.5
2. Which among of the following is the safest location during an earthquake?
A. inside the house C. in an open area
B. inside the car D. under a tree
3. Which agency of the government in the Philippines is monitoring the
movement of the earth crust?
A. PHIVOLCS B. PAGASA C. DOST D. DENR
4. What will be produced if there is a sudden movement of the earth's crust due
to the release of stress accumulated along geologic faults or by volcanic
activity?
A. typhoon B. tsunami C. flood D. earthquake
5. What do you call a fracture or crack between two rocks?
A. stress B. earthquake C. fault D. crust
Learning Task 2: Choose the letter of the correct answer. Write your answers in
your answer sheet.
1. Which of the following faults occurs where the “hanging wall” moves up or is
thrust over the “footwall”?
A. Normal Fault B. Reverse Fault C. Strike-Slip Fault D. Stress Fault
2. Which fault is characterized on which the two blocks slide past one another?
A. Normal Fault B. Reverse Fault C. Strike-Slip Fault D. Active Fault
3. What type of stress causes the formation of mountains?

A. Shear Stress C. Tension Stress
B. Confining Stress D. Compression Stress
4. Pangea break off into seven continents, what could be the probable cause of
this event?
A. Shear Stress C. Tension Stress
B. Confining Stress D. Compression Stress
5. Friction between the two sides of a fault keeps it from moving until the stress
on the fault overcomes the friction, then the fault slips and creates an
earthquake.
A. True C. Maybe both.
B. False D. It depends on the situation.

E
Learning Task 3: Answer the puzzle. Use the table below as your guide. Write
your answers in sheet of paper.
1 3
2 10
4 9
7
5
Across Down
1. sudden slip on a fault 3. fault in which the upper block,

2. happens when two plates rub above the fault plane, moves up
against each other as they move in and over the lower block
opposite directions
4. forces the rocks to pull apart
3. 5. block above the fault has moved
downward relative to the block below 7. zone of fractures between two
6. causes the rocks to push or squeeze blocks of rock
against one another 10. When stress is applied to all sides
8. fault on which the two blocks slide of the crust
past one another
9. force between the two sides of a fault
that keeps it from moving
A
Create a 5 sentence paragraph on the statement below stating your reactions on
it. Write your answers in a sheet of paper.
“ Earthquakes are destructive to human lives.”

The Quake Starts WEEKS
2-3
Lesson
I
One of the most frightening natural phenomena is the earthquake.
Sadly, the Philippines is always hit by tremendous earthquakes that causes great
damage to the environment, infrastructures and also results to loss of lives.
In this lesson, you will learn the concepts that you can use to
differentiate the epicenter of an earthquake from its focus; intensity of an
earthquake from its magnitude; and active from inactive faults.
No one can stop earthquakes from happening. But there are things that
people can do to avoid or reduce loss of life and damage to properties. The first
step is to have a clear understanding of the occurrence of earthquakes.
Have you experienced a strong earthquake? What did you do? If not, you
can even ask your parents to tell you their experiences during a strong
earthquake.
At the end of the lesson you should be able to differentiate the epicenter
and focus of an earthquake, describe an earthquake in terms of its intensity and
magnitude and define and identify the different active faults and inactive faults in
Where does an earthquake start?

The breaking of the rocks will start at the point where the rocks are
weakest. This spot where the first break occurs is called the focus or hypocenter
(hypo means under or beneath).The focus is the origin or the center of the
earthquake. It is located underground.
A point on the surface of the earthquake which is directly above the focus
of an earthquake and where the earthquake vibrations reach first is called
epicenter (epi means surface). The most violent shaking occurs here (see Figure
Figure 1.
How Strong is the Earthquake?

An earthquake may be described in two ways: intensity and magnitude.
The intensity of an earthquake gives us an idea of how strong or weak the
shaking is or simply by describing the effects of earthquake on people or
surroundings. The Philippine Institute of Volcanology and seismology
(PHIVOLCS) uses the PEIS or PHILVOLCS Earthquake Intensity Scale to
describe the intensity of earthquakes in the Philippines (see Figure 2).

Figure 2. PHILVOLCS Earthquake Intensity Scale (PEIS)

Another way of describing the strength of an earthquake is by magnitude.
The Richter scale – also called the Richter magnitude scale is a measure of the
energy released. The greater the magnitude, the stronger the earthquake.
To distinguish the two, intensity is expressed using Roman Numeral (I, II,
II) while magnitude uses Hindu-Arabic numerals (2, 3, 4)
Earthquakes with a magnitude of 2 may or may not be felt. Those that are
felt by most people have a magnitude of 4. Magnitude 6 can lead to a lot of
damage in highly populated areas.
Earthquakes with a magnitude of 7 can cause severe damage. A
magnitude of 8 or 9 results in widespread destruction, especially near the
epicenter. Luckily only one or two occur every year.
D
Learning Task 1: Read the article found on the next page about the earthquake
that happened in Luzon last 1990. Answer the questions briefly. Write your
answers in your answer sheet.

1990 Earthquake wreaks havoc
in the Philippines

Guide Questions:
1. Where is the epicenter of the earthquake?

2. How many individuals are affected by the earthquakes?
3. Discuss how devastating a 7.7- magnitude earthquake is.
4. When an earthquake occurs, where would shaking be greater? Near the
epicenter or away from the epicenter?
5. Where would damage be more? Near the epicenter or away from the
epicenter?
6. Where would the intensity be higher? Near to the epicenter or away
from the epicenter?
E
Learning Task 2: Match the Richter magnitude indicated in column A with the
earthquake effect found in column B. Write your answer on the space provided.
A B
_____ 1.) 7 A. Lead to a lot of damage
_____ 2.) 5 B. Widespread destruction
_____ 3.) 2 C. Felt little by people
_____ 4.) 4 D. Felt by most people
_____ 5.) 8 up E. Caused severe damage
_____ 6.) 6 F. May not be felt
_____ 7.) 3 G. Furniture moves
Where do earthquakes occur?
A fault line is defined as a geological fracture wherein the movement of
masses of rock has displaced parts of the Earth’s crust. A rapid movement of a
fault line may produce a powerful energy that can trigger a strong earthquake.
There are five active fault lines in the country namely the Western
Philippine Fault, the Eastern Philippine Fault, the South of Mindanao Fault,
Central Philippine Fault and the Marikina/Valley Fault System.
An active fault is a fault that is likely to have another earthquake
sometime in the future. Faults are commonly considered to be active if there has
been movement observed or evidence of seismic activity during the last 10,000
years. Active faulting is considered to be a geologic hazard and related to
earthquakes as a cause. Effects of movement on an active fault include strong
ground motion, surface faulting, tectonic deformation, landslides and rockfalls,
liquefaction, tsunamis, and seiches.
In relation to fracking, there are theories that the fracking process can
disrupt an active fault or possibly activate an inactive or dormant fault.
Seismologists all over the world are actively studying areas in the world where
fracking takes place to either validate or dispute these theories.
Fault Classifications
1. Active Faults are structure along which we expect displacement to occur. The
process that produces displacement across a fault continuously. All shallow
earthquakes occur on active faults.
2. Inactive Faults are structures that we can identify, but which do no have
earthquakes. If a fault has been inactive for millions of years, it’s certainly safe
to call it inactive.
Distribution of Active Faults and Trenches in the Philippines
Source: DOST Figure 4. Active fault line in the Philippines,

Learning Task 3: Read each question carefully. Choose the letter of the
correct answer. Write your answers in your answer sheet.
1. What point along the fault where movements first occur?
A. Epicenter B. Focus C. Intensity D. Magnitude
2. What point on the earth’s surface is directly above the focus?
A. Epicenter B. Fault C. Intensity D. Magnitude
3. Which agency of the government in the Philippines is monitoring the movement

of the earth crust?
A. DENR B. DOST C. PAGASA D. PHIVOLCS
4. It is a sudden movement of the earth's crust caused by the release of stress ac-
cumulated along geologic faults or by volcanic activity:
A. Earthquake B. Flood C. Typhoon D. Tsunami
5. What does the illustration shows?

A. Epicenter B. Fault C. Focus D. Magnitude
A
List down five (5) things to do before, during and after an earthquake. Do this
in your answer sheet.
Before an earthquake
1.
2.
3.
4.
5.
During earthquake
1.
2.
3.
4.
5.
After the earthquake

1.
2.
3.
4.
5.

WEEKS The Earth
4-5
Lesson
I
You learned how faults are found not only on land but also in the bodies
of water. When a fault at the bottom of the sea suddenly moves, the water above
it can be affected. A sudden push from an underwater fault can produce a wave
called a tsunami.
Unlike a wave that is formed by the wind, a tsunami is so much more

powerful. Wind waves are just sea-surface waves. In comparison, a tsunami
involves the whole depth of the sea, from the seafloor to the surface.
Far from the shore, a tsunami is low, maybe just a meter high. But it
travels at the speed of a jet plane. When the tsunami reaches the shore, it slows
down but it grows in height.
So, how are earthquakes related to tsunamis? When a fault suddenly

moves on land, you experience an earthquake. But if a fault suddenly moves in
or near a body of water, you may experience a tsunami in addition to the
earthquake.
Thus, when you are near the sea and you feel a strong earthquake, treat
that as a warning signal. Run to the highest place you can find, or if you have a
vehicle, evacuate inland.
Not every fault movement beneath the sea will produce a tsunami. Those
faults that move in a horizontal direction or sideways will not result in a
tsunami. The fault has to move in the vertical direction.
In this lesson, you will learn how earthquake waves that provide
information about the interior of the earth.

Body waves refer to the vibrations that travel through the interior of the
earth. The two types of body waves are primary waves or P waves and secondary
waves or S waves. P waves push rocks in the direction they are travelling and they
travel in all states of matter while S waves displace rocks at right angles to the
direction they are travelling. S waves cannot pass through liquids. Surface waves
refer to vibrations that travel at the surface of the earth. They can also travel at
the surface of the mantle and core. The two types of surface waves are the
Rayleigh waves and Love waves. Surface waves cause the damage incurred during
an earthquake.
Seismic Waves provide information about the interior of the Earth
P waves travel through solids and liquids, but they travel faster through
solids. Changes in the speed of earthquake vibrations give scientists an idea of the
physical properties of various depths of the earth’s interior.
Refer to the diagram above. The lithosphere, composed of the crust and the
uppermost part of the mantle is solid. Seismic waves travel fast through this rocky
sphere. Below the lithosphere, the seismic waves slow down. This observation
indicates a very high temperature that melts rocks, making the molten behave like
a fluid. Scientists call this region of the mantle asthenosphere. Below the
asthenosphere, seismic waves travel fast again indicating that the lower part of
the mantle is solid. It is probably the very high pressure that keeps it solid in spite
of the high temperature. A similar phenomenon is observed in the core. Seismic
waves travel slowly through the outer core indicating that it is molten due to the
extremely high temperature. Then again the inner core is solid in spite of the very
high temperature. Most probably, the very high pressure in the deepest part of the
earth keeps it solid.
D
Learning Task 1: Using the given organizer, write the necessary information to
complete the concept about seismic waves. Do this in your answer sheet.

Learning Task 2: Prepare a basin with half-filled water and stone. Drop a stone
into the basin and observe what will happen. Write your answers in your
answer sheet.
1. What happens when you drop the stone?
2. What causes the ripples to form?
3. How far does the ripple continue?
The vibrations are more properly called seismic waves. As seismic waves
travel through the body of the Earth, they behave in different ways, depending
on what they encounter a long way.
Learning Task 3: Use a slinky wave in this activity and answer the given
questions.
(Note: You may use unused notebook metal spring as alternative if slinky wave is
not available at home)
1. Prepare a slinky and a masking tape.
2. Mark a spot on their slinky near the center with masking tape at the top of
the loop.
3. Ask someone from your family to hold each end of the slinky. Stretch out the
slinky along a table.
4. Take turn in compressing 15 coils and then releasing them rapidly while they
hold the end of the slinky, making sure to observe the energy wave travel the
length of the slinky.
Guide Questions:
1.Describe your observations of the coil and tape.
2.What kind of seismic wave does this slinky motion represent?
E
Learning Task 4: Read the instructions found on the next page. Answer the
questions. Write your answers in your answer sheet..
 Material: 12-inch flexible plastic ruler

Procedure:
1. Hold the ruler horizontally at both ends. Bend

the ruler.
Q1: Do you feel the ends of the ruler pushing
against your hands?
2. Now release the ruler.
Q2: What will happen to the ruler as you
release it?
3. Now, hold one end of the ruler firmly with your right hand and bend the ruler
again with your left hand.
Q3: What was stored as you bent the ruler using your left hand?
4. While keeping a tight grip with your right hand, take away your left hand
quickly.
Q4: What will happen to the ruler as you take away your left hand
quickly?
Learning Task 5: Create a wave box that demonstrates how earthquake waves
can travel through a variety of materials as they travel away from the
focus of an earthquake where the rocks first rupture.
All earthquakes produce P waves and S waves.
P waves travel through solids, liquids and gases. In this
simple science experiment, you will see how P waves travel
through different solids causing paper clips on a string to
vibrate.
Materials:
Box, String, Paper clips, Nail or ice pick
Procedures:
1. Remove one side of a cardboard box.

2. Punch a hole in the top and bottom of the box using a
nail or ice pick.
3. Tie a string so it runs from the top of the box to the
bottom of the box.
4. Start by tying a string to a paper clip on the outside of the box at the top.
5. Thread the string through the bottom of the box and tie the string to a paper
clip on the bottom of the box.
6. Place 4 or 5 paper clips on the string inside the box.
7. Place the box on a table or some other object you can strike to make it
vibrate.
8. Strike the table hard enough to cause energy waves to travel through it to the
box.
9. Move your box to another surface and see if you can make the paper clips
vibrate on these surfaces.
10. Change the experiment by using a different thickness of string.
11. Change the experiment by using different sizes of paper clips.
GUIDE QUESTIONS:
1. What will happen to the paper clips if you have struck the table hard enough
2. Why does vibrations create sound?

CRITERIA FOR SIMULATION
CRITERIA EXCELLENT (5) PROFICIENT (4) ADEQUATE (3)
Details and Has included at least Has included at least 4 Has included at least 3
Information 5 things to remember things to remember things to remember in
in relation to In relation to relation to earthquake
earthquake earthquake
Method of Presentation is Presentation is Presentation is

Presentation easy to understand Organized not organized
and organized
Well-prepared with a Well-prepared but Limited props or

Techniques/ variety of props or limited props or materials used to create
Creativity materials used to materials used to an adequate image that
create a powerful create an interesting is moderately suitable
image about what to image about what to about what to do when
do when earthquakes do when earthquakes earthquakes occur
occur occur
Information contains Information contains Information contains

Accuracy essentially no errors minor errors, none of many errors which limit
which interfere with which interfere with the clarity of
clarity of clarity of communication
communication communication
A
Learning Task 6: Choose the letter of the best answer and write your answer on
a separate sheet of paper.
1. Which layer of the earth contains rocks that are moving slowly but
continuously?
A. Crust B. Mantle C. Inner core D. Outer core
2. What happens to the P-waves when they are approaching the molten part of
the Earth’s interior?
A. become slower C. they disappear
B. remains the same D. the velocity increases
3. What do you call the region on Earth’s surface where a violent earthquake is
felt?
A. Crust B. Epicenter C. Focus D. Plate tectonic
4.Which of the following seismic waves is detected first by the
seismograph?
A. L-waves B. P-waves C. R-waves D. S-waves
5. Which government agency in the Philippines monitors the earthquake?
A. DOST B. DENR C. NDRRMC D. PHIVOLCS
6. Which part of the Earth is said to be solid?
A. Crust B. Mantle C. Inner Core D. Outer Core

Understanding Typhoons WEEK
Lesson 6
I
This lesson will help you to understand the concept of typhoon
formation. After going through this lesson, you are expected to explain how
typhoon develops and how it is affected by landmasses and bodies of water.
Typhoons can hit the Philippines any time of year, with the months of
June to September being most active, and May the least active. No part of the
country is spared. All provinces have been visited by a typhoon specially part of
Eastern Visayas, Bicol region and northern Luzon. Recently, on December 2019
super typhoon Tisoy hits the Philippines and many people need to evacuates to
prevent deaths. According to Philippine Atmospheric, Geophysical, and
Astronomical Services Administration (PAGASA), an average of 20 tropical
cyclones enter the Philippine Area of Responsibility (PAR) every year. We have to
be knowledgeable and always ready about tropical cyclones to prevent loss and
damages.
What is a Typhoon?
Tropical cyclone, also called typhoon or “bagyo” in our country, an intense
circular storm that originates over warm tropical oceans, is characterized by low
atmospheric pressure, high winds, and heavy rain.
Figure 1. A supertyphoon as seen from high above the Earth; at the center is the “eye”
of the supertyphoon. Image by the guardian.com
The picture above shows how strong the typhoon is, we can see the white
clouds in a spiral motion and the wind spin that rotates in a counter-clockwise
direction.
The term typhoon is used only in the northwestern part of the

Pacific Ocean. In the northeastern part of the Pacific Ocean and in the northern
part of the Atlantic Ocean, the equivalent term is hurricane. Thus, a hurricane on
one side of the Pacific Ocean will be called a typhoon if it crosses into the other
side.
Tropical Cyclone Wind Signal

When PAGASA monitors the tropical cyclones enter the PAR and it is
constantly in motion, generally toward the Philippines then it is time to
issue warning signals. The Public Storm Warning Signal Number over a
threatened or affected locality may be sequentially upgraded or downgraded.
Refer for Table 2, a Revised Public Storm Warning System.
Inner Rain band
Eye
Outer Rain Band
Category Maximum Speed kilometer per hour (kph)

Tropical Depression 64
Tropical Storm 118
Typhoon 200
Super typhoon Greater than 200
Table 1. Tropical Cyclone Categories
Philippine Area of Responsibility
Lead Time Winds

PSWS Impact of the Wind
(hrs) (kph)
#1 36 30 - 60 No damage to very light damage
#2 24 62 - 120 Light to moderate damage
#3 18 121 - 170 Moderate to heavy damage
#4 12 171 - 220 Heavy to very heavy heavy damage
#5 12 More than 220 Very heavy to widespread damage
Table 2. Revised Public Storm Warning System
When a weather disturbance enters the Philippine Area of Responsibility

(PAR), the weather bureau begins to monitor it. To know where the PAR is do the
task to find out.

D
Learning Task 1: Analyze and give an interpretation about each picture below.
Write your answers in your answer sheet.
Figure 3. blog.phl-microsat.upd.edu.ph/update-more-diwata-2-images-of-typhoon
-tisoy-kammuri-8a4bd87d3c03
Learning Task 2: Study and answer the questions below. Write your answers in a
separate sheet of paper.
1. What are the different typhoon categories and their relationship to their
speed and extent of damage?
2. When do you consider that a typhoon will enter or affect the country?
E
Learning Task 3: Using the Map of the Philippines and its vicinity, plot the
given points on the map. Connect the plotted points. The region within is the
Philippine Area of Responsibility or PAR. It is the job of PAGASA to monitor all
tropical cyclones that enter this area.
Point 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

Guide Questions:
1. What are the places located in the
identified points?
2. If a typhoon is located at 15°N, 138°E, is
it within the PAR?
3. How about if the typhoon is at 19°N, 117°
E, is it inside the
4. Why do you think Philippines experience
an average of 20 to 25 typhoons a
year? Explain your answer.
How Typhoons develop?

A tropical cyclones forms when winds blow into areas of the ocean where
the water is warm which is found near the equator. The better source of water
vapor is in the ocean but not all can provide water vapor. According to scientists,
the temperature of ocean water must be 26.5°C or greater. These winds collect
moisture and rise, while colder air moves in below. This creates pressure, which
causes the winds to move very quickly. In landmasses the typhoons weaken
because it’s loses energy in cold, causing them to vanish if the land mass is large.
Learning Task 4: Shown below are the tracks (paths) of four tropical
cyclones that entered the PAR in the past years. The tracks were plotted by
PAGASA. Study and analyze the maps.
Guide Questions
1. Where did the tropical cyclone form? On land or in the ocean?
2. What can you tell about the track of the typhoon in 2003-2004?
3. In what direction did the tropical cyclone move?

4. Which part of the Philippines was hit by the four tropical cyclones?
5. In the case of Agaton, Yoyong, and Huaning, where did they die out? Near land
or in the middle of the ocean?
Typhoons move east to west across the country, heading north as they go.
Storms most frequently make landfall on the islands of eastern Visayas, Bicol
region and northern Luzon whereas the southern island and region of Mindanao is
largely free of typhoons.
Like from the maps above, you can see that tropical cyclones generally
move in a northwest direction. The reason is because there are large-scale winds
that push the tropical cyclones in that direction. All four tropical cyclones struck
the northern part of the Philippines. Three of the tropical cyclones are weakened
and died out near land. Agaton dissipated in Luzon, Yoyong in Taiwan, and
Huaning near Mainland China. This means that when tropical cyclones reach
land, they die out because they are cut off from the warm ocean waters that keep
them going.
The Philippines is prone to tropical cyclones due to its geographical location
which generally produce heavy rains and flooding of large areas and also strong
winds which result in heavy casualties to human life and destructions to crops
and properties.
Learning Task 5: Give the precautionary measures before, during and after the
typhoon by filling the three columns. Do this in your answer sheet.
Before During After
A
Learning Task 6: Choose the letter of the correct answer. Write your answer on
a separate sheet of paper.
1. From what bodies of water do typhoons originate?
A. ocean B. lakes C. rivers D. streams
2. The name of the typhoon that caused great floods in Metro Manila that
resulted to many damaged houses, and properties in 2009.
A. Idang B. Mando C. Kuring D. Ondoy
3. Name the agency of the government that monitors typhoon in the
Philippines.
A. DOST B. PAGASA C. PHIVOLCS D. DENR
4. It is rotating storm system characterized by a low-pressure center, strong
winds, and a spiral arrangement of thunderstorms that produce heavy rain.
A. rain B. tropical cyclone C. snow D. sand storm
5. What is the name of the big body of water that is where almost all
typhoon that pass in our country?
A. Indian Ocean C. Atlantic Ocean
B. West Philippine Sea D. Pacific Ocean

WEEK
Tracking the Path of a Tropical Cyclone
7
Lesson
I
You all know that the Philippines is very vulnerable to extreme weather
conditions because of its geographical location. According to PAGASA around 20
tropical cyclones enter the PAR each year and some cause destructions to lives
and properties. But what makes the Philippines a front liner in some of the most
destructive typhoons? Our country lies along the west pacific basin which has the
warmest ocean temperature in the world.
In this lesson, you will learn how to trace the path of typhoons that
enter the Philippine Area of Responsibility (PAR) using a map and a
tracking data.
Tropical cyclones need water vapor in order to form. But not all parts of
ocean can provide water vapor, thus tropical cyclones require warm ocean waters
to be able to develop. According to scientists, the temperature of ocean water must
be 26.5° C or greater. From the maps, you can see that the tropical cyclones
generally move in a northwest direction. The reason is because there are large
scale winds that push the tropical cyclones in that direction. This is similar to the
way a whirlpool is carried along by a flowing stream.
Questions:
1. Which is a better source of tropical cyclone, water vapor, landmasses or ocean?
2. Where do you think will evaporation be greatest, near the equator or away from
the equator?
3. Do you think typhoons can form in latitudes away from the equator? Why or
why not?
D
Learning Task No. 1. Study the maps below. They tell us the tracks (path) of
four cyclones that entered the PAR in the past years. Using the maps, answer the
given questions that follow:
Fig. 1 Tracks of selected tropical cyclones Source: Grade 8 Science Learner’s Module

Questions:
1. Where did the tropical cyclones form?? On land or in the ocean?
2. What can you say about the temperatures of the bodies of water in the vicinity
of the Philippines? Is the water warm or cold?
3. In what direction did the tropical cyclones move?
4. Which part of the Philippines was hit by the four (4) tropical cyclones?
In the case of Agaton, Yoyong, and Huaning, where did they die out? Near
land or in the middle of the ocean?
B. Picture Analysis
Study each picture below. Answer the question in each item.
1. What does the

picture show?
Source:http://www.westernpacificweather.com/education/tropical-cyclone-overview/
2. What do you think

is inside the tropical
cyclone?
Source https://panahon.tv/beta/v2/web/blog/2016/11/anatomy-of-a-typhoon/
3. Explain what the

picture is all about.
Source: https://www.ec.gc.ca/ouragans-hurricanes/default.asp?lang=En&n=00677163-1

Learning Task 2: Track the location of Tropical Storm Sendong and plot each
latitude – longitude pair on the map with the PAR.
Procedure: Use the latitude and longitude (lat-long) in the table below to track
the Location of Sendong. Plot each lat-long pair on the map with the PAR.
Date: 13-19 DEC 2011
Tropical Storm WASHI or Tropical Storm Sendong
ADV LAT-LONG TIME WIND PR STAT
1 6.00 145.10 12/13/06Z 25 TROPICAL DEPRESSION


5 6.20 139.00 12/14/06Z 35 TROPICAL STORM
6 6 6.70 137.70 12/14/12Z 35 TROPICAL STORM
7 7.00 136.30 12/14/18Z 35 TROPICAL STORM
9 7.60 132.30 12/15/06Z 35 TROPICAL STORM
10 7.70 130.80 12/15/12Z 40 TROPICAL STORM
11 7.50 129.10 12/15/18Z 40 TROPICAL STORM
12 7.40 128.10 12/16/00Z 45 TROPICAL STORM
13 8.00 126.80 12/16/06Z 45 TROPICAL STORM
14 8.40 125.50 12/16/12Z 50 TROPICAL STORM
15 8.50 123.80 12/16/18Z 45 TROPICAL STORM
16 9.10 122.40 12/17/00Z 55 TROPICAL STORM
16A 9.10 122.40 12/17/00Z 55 TROPICAL STORM
17 9.20 121.50 12/17/06Z 55 TROPICAL STORM
18 9.60 120.40 12/17/12Z 45 TROPICAL STORM
19 10.20 119.00 12/17/18Z 45 TROPICAL STORM
20 10.90 117.60 12/18/00Z 45 TROPICAL STORM
21 10.30 115.70 12/18/06Z 50 TROPICAL STORM
22 9.90 114.60 12/18/12Z 50 TROPICAL STORM
23 9.60 113.90 12/18/18Z 45 TROPICAL STORM
24 9.10 112.90 12/19/00Z 40 TROPICAL STORM
http://weather.unisys.com/hurricane/w_pacific/2011H/index.php

Guide Questions:
1. When did Sendong enter the PAR?
2. When did sending leave the PAR?
3. In what direction did Sendong move?
Learning Task 3: Consider the two

given illustrations. The top one shows a
tropical cyclone as seen at an angle.
White rain bands move around the
center or “eye”. The bottom illustration
shows a cross-section of a tropical
cyclone. It is like slicing it in half and
looking at it from the side. Give your
inference on how the typhoon generates
its strong winds.
Guide Questions:
Location A is within the eye of the tropical cyclone. B, C and D are

locations that are more distant from the eye. The air pressure at different
locations are as follows:
Location A B C D
Air pressure in millibars(mb) 930 960 980 990
1. Compare the air pressure of A, B, C and D. What do you notice?

2. Location E is within the eye of the tropical cyclone. Location F is within the
clouds surrounding the eye. The clouds at F make up the eye wall. The wind
speeds at the two locations are:
Location E F
Wind speed (km/hour) 10 200
3. Compare the wind speed within the eye and at the eye wall. What can you
say?
E
Learning Task 4: Use the latitude and longitude (lat-long) in the table
below to track the location of Super typhoon Yolanda. Plot each lat-long pair on
the map with the PAR.
Month/Date/Time Latitude (°N) Longitude (°E)
11/9/13 - 10:42:53 11.0533 124.0291
11/9/13 - 11:12:47 10.7019 122.4698
11/9/13 - 11:24:23 7.0967 125.6309
11/10/13 - 06:43:49 10.3164 123.8811
11/10/13 - 08:35:12 10.3408 123.9033

Figure 7. Map of the Philippines and vicinity Source: Grade 8 Science Learner’s Module
A
Learning Task 5: Using the map of tropical storm track below,
determine the latitude and longitude of the given storm in the table. Answer the
questions found on the next page. Write your answers in your answer sheet.

Storm Name Latitude Longitude
1. Tropical Depression TWENTY SIX
2. Super typhoon – 4 NANMADOL
3. Tropical storm AERE
4. Tropical storm BANYAN
5. Tropical storm WASHI
1. Which natural disaster comes from powerful thunderstorms that

originate over land?
A. hurricane B. cyclone C. tornado D. typhoon
2. Which type of severe weather is NOT an intense tropical storm?
A. hurricane B. typhoon C. tropical cyclone D. tornado
3. A tropical cyclone which has winds going 74 mph or faster
A. Hurricane B. Storm Surge C. Eye D. Typhoon
4. Quiet, calm area at the center of a typhoon.
A. Hurricane B. Storm Surge C. Eye D. Typhoon
5. Where did the tropical cyclone form?
A. land B. middle of sea C. near the land D. ocean

WEEK
8 Comets, Asteroids and Meteoroids
Lesson
I
In this lesson, you will understand the characteristics of comets, meteors
and asteroids. After going through this lesson, you are expected to compare and
contrast the comets, meteors and asteroids, predict the appearance of comets
based on recorded data of previous, and explain the regular occurrence of meteor
showers.
Recent advances in space technology have allowed scientists coming from
different background such as physics, chemistry, biology, and geology to
collaborate on studying Near-Earth Objects (NEO) such as comets and asteroids.
With more powerful telescopes and space probes, the study of comets and
asteroids provides more clues about the origins of our solar system. Over the past
three years, amateur and professional astronomers have discovered several NEOs
that came close to Earth, the most recent asteroid being Asteroid 2012 DA14. It
made a very close approach to Earth as it orbited the Sun on February 16, 2012
(Philippine Time). In the morning of the same day, an asteroid entered Earth’s
atmosphere and exploded over Lake Chebarkul in Russia hurting about 1,000
people in the process. These two events triggered superstitions, fears, and
doomsday prophecies held by different cultures.
Comets and asteroids are referred to by astronomers as Near-Earth
Objects (NEO). Comets are icy bodies or objects while asteroids are rocky
fragments. Comets and asteroids are the remnants from the formation of the solar
system 4.6 billion years ago.
The table below summarizes the similarities and differences between
comets and asteroids.
Table 1. Comparison of some characteristics of comets and asteroids.
Characteristic Comet Asteroid

Origin Kuiper Belt and Oort Cloud Main Asteroid Belt
Shape Varied/Irregular Varied/Irregular
Size range of 1-10 (nucleus only) 1 – 100++
diameter (kilometer)
Chemical Ice (frozen water); frozen gases (ammonia, Silicates (olivine and
composition methane, and carbon dioxide); other organic compounds pyroxene), iron, nickel
(Carbon-containing compounds)
Orbit Highly elliptical More rounded

Orbital period (years) 75 to 100,000++ 1-100
Comets and asteroids have irregular shapes and varied sizes. They both
reflect light from the sun at varying amounts depending on the size and
composition. Silicates are minerals which contain the elements silicon, oxygen
and at least one metal which is responsible for comets and asteroids to be able
to reflect light.
Comet Asteroid

Comet and asteroids both orbit the sun. Comets usually come from the
Oort Cloud which is beyond our solar system, and a few from Kuiper Belt which
is just beyond Neptune’s orbit. Long-period comets come from the Oort Cloud,
while short-period comets come from Kuiper Belt.
Kuiper Belt and Oort Cloud Main Asteroid Belt
D
Learning Task 1: Identify if the statement is True or False. Write their
corresponding numbers on the TRUE or FALSE box below.
1. A comet is a ball of mostly iced that moves around in the outer space.
2. Comets are believed to be in long elliptical orbits.
3. Comets can come back into view from time to time.
4. Comets are same with meteors.
5. Asteroids orbit the sun.
TRUE FALSE
Read the paragraphs below. Prepare a summary for each paragraph. Write your
answer in your answer sheet.
Comet Halley is the most famous comet of the 20 th
century. Only known as the short-period comet. It takes 75-
79 years for Comet Haley to orbit the Sun. Comets are
actually dark and invisible. When the comet is near the
sun, it becomes visible because tails are formed. When a
comet is approaching the sun, its ion tail is behind it but
Comet Haley when it is moving away from the sun, its ion tail goes ahead
of it. Halley's Comet will next appear in the night sky in the
year 2062. Halley's Comet was recorded by Edmund Halley in 1682. It was seen
again in 1758, 1835, 1910, and 1986.
Most asteroids, on the other hand, originate from the Main
Asteroid Belt between Mars and Jupiter. This belt is
theorized by scientists as remnants of a planet that did not
completely form. The orbit of an asteroid is more rounded
and less elliptical than the orbit of a comet. In February
2013, Asteroid 2012 DA14 made a very close
Asteroid 2012 DA14
approach to Earth as it orbited the Sun.
Distance in space is measured in light years
and this asteroid was just 0.4 light year away from
Earth, the closest distance that any asteroid has ever
been to Earth. In December 2012, during the midst of
the doomsday prophecies, Asteroid Toutatis also made
a near approach to Earth but not as close as Asteroid
2012 DA14. Asteroid Toutatis
On the other hand, meteoroid is a small rock or

particle debris in the solar system. Ranging in
size from dust to around 10 meters in
diameters. Meteoroids often enter the Earth’s
atmosphere. A meteoroid that burns up as it
passes through the Earth’s atmosphere is
known as a meteor (shooting star). A meteoroid
that survives falling through the Earth
atmosphere and colliding with the Earth
surface is known as a meteorite. Approximately
500 meteorites reach the Earth’s surface every
year but of those only around 5 ever make it to scientists for study. The Earth’s
atmosphere experiences millions of meteors every day. When many meteors occur
in a close time frame in the same part of the sky it is called a meteor shower.
Learning Task 2: Complete the following table. answer the questions below.
Object Description Location/Movement
Comet
Asteroid
Meteoroid
1. Explain what happen to a meteoroid in order for it to become a meteorite.
2. How can you distinguish asteroids from a comet?
From the list below, choose the term that best completes each sentence.
Asteroid Asteroid Belt Comet
Meteor Meteoroid Meteorite
3. When a meteoroid enters Earth’s atmosphere, friction causes it to burn up and
produce a streak of light called a(n). _______________________
4. A chunk of ice and dust whose orbit is usually a long narrow ellipse is a(n).
_________________________
5. If a meteoroid hits Earth’s surface, it is called a(n). _________________________.
6. An object that revolves around the sun, but is too small to be considered a
planet, is a(n). __________________________.
7. A chunk of rock or dust in space that usually comes from a comet or an
asteroid is called a(n). ___________________________
8. The region of the solar system between the orbits of Mars and Jupiter is known
as the ___________________.
Learning Task 3: Read and understand the given information below. Fill out the
Venn diagram. Write your answer in your answer sheet. Have your parents/
guardian sign your work.
There is a huge asteroid belt between Mars and Jupiter that has millions of
asteroids in it. Asteroids are small “bodies” that orbit a larger object in space. But
they are different from the moons of a planet. Asteroids can have carbon, stone or
metal in them.

A comet is a small object with elliptical orbit hat has collected ice and
cosmic dust and other gases, like helium, methane and hydrogen. As it comes
closer to the sun, it heats up, it blows off all kinds of materials or combustible
materials such as methane that was in the form of ice for next and later release
light that is processed to be the tail of the comet. The most famous comet in the
night sky is Halley’s comet, which orbits once every 78 years.
Comets Asteroids
Comets
&
Asteroids
Made of frozen ice gas and Have long gas tail Also known as planetoids
dust
Made of rock and/or metal Have long dust tail Surrounded by hydrogen cloud
Orbit the Sun Have a long ion tail Have no atmosphere
Ceres is the biggest Have no tail Part of our solar system
Halley is one Highly elliptical orbit Sun grazers are ones that crash into the
sun
Some come close to the Most orbit between Some have hit the Earth
earth Mars and Jupiter
A meteor is a particle of space dust or rock that passes the earth’s

atmosphere in the sky. Meteor showers occur when many pass at the same time.
If a meteor survives and impacts Earth, it is called a meteorite. Most people
commonly refer to them as falling stars.
E
Learning Task 4: Place a check mark () in your answer sheet to indicate
characteristics of asteroids, comets, and meteors.
Meteor Meteorite Elliptical Orbit
Comets Meteors Asteroids
A
Learning Task 5: Define the following terms in your own words. Write your
answer in a separate sheet of paper.
Asteroid Comet Meteor
Appears as a streak of light in the sky
Frozen ball of dust
Is visible in our sky
Made up of rock
Orbits the sun
Orbits between Jupiter and Mars
Often called “shooting stars”
Usually burns up the Earth’s atmosphere

Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1


Week 5 LP Week 6 LP Week 7 LP Week 8 LP


Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

Comet: 1,5,7,9,11, and 14
Asteroid: 2,4,8,10,12,13,17, and 18
Teacher’s Guide, Science Grade 8
Comet and Asteroid: 3,6,15, and 16
Learner’s Manual, Science Grade 8
References: Learning Task 3:
1. A meteoroid should survive on falling through the Earth’s atmosphere and collides with the Earth’s Bluff Fact
surface for it to become a meteorite.
2. The asteroid is a rock fragment while comet is an icy bodies. 3 2
3. Meteor
4. Comet
5. Meteorite 4 5
6. Asteroid
7. Meteoroid
Learning Task 2 Learning Task 1
Week 8
that keep them going.
are the rainbands that spiral around the cyclone.
reached land because they are cut from the warm ocean waters
eyewall that has the strongest winds. Outside the eyewall
In case of Agaton, Yoyong and Huaning, they died out when they
cyclone. The eye that is relatively clear is surrounded by
Philippines.
3. The picture is about the structure of a tropical
4. The four (4) tropical cyclones hit the northern part of the
eye.
3. Tropical cyclones move in a northwest direction.
2.The innermost part of the tropical cyclone is the
Philippines must be 26.5°C or greater. It is warm.
tropical cyclones which followed the indicated path. 2. The temperature of the bodies of water in the vicinity of the
numbers in each path represents the percentage of near the equator. They are formed in the ocean.
cyclones during the period Aug 24 to Sept 8 and the 1. Tropical cyclones are formed only over warm ocean waters
1.The picture shows the mean paths for tropical A.
B. Learning Task 1.
WEEK 7
Learning Task 5: of Responsibility. Learning Task 1
2. When the typhoons enter the Philippine Area 1. Effects and of typhoon and how
1. Ocean 200 khp. large the damages to our
2. Warm typhoon with wind speed of greater than environment
3. Northwest direction
D 5. is less from 119 to 200kph and the super 2. Typhoon/tropical cyclone enters
4. Northern Philippines
B 4. 65 to 118 kph, the typhoon with wind speed the PAR and the direction is
or the Island of Lu-
B 3. Tropical storm with wind speed is between headed to North.
zon
D 2. wind speed of between 35 to 64 kph, 3. The formation of typhoon (typhoon
5. They died out over the
A 1. categories are tropical depression with starts as tropical thunderstorm,
land because they 1. The different tropical cyclones/typhoons the strong wind pull the moisture
need warm water to
Task 7:
from the oceans.
sustain them.
Learning Learning Task 3
WEEK 6
Learing Task 6 Learning Task 5 Learning Task 4
1.The paper clips will move due to 1. Yes, that push is energy, it is stored as the ruler bends.
1. B 5.D 2. The ruler straightens out. We say that the ruler is elastic since it
sudden vibration.
2. A 6.C goes back to its original shape.
3. B 2. Because sound waves are formed 3. Energy is gain stored in the bent ruler.
4. B when a vibrating object causes the 4. The ruler vibrates as it snaps back to its original position. The
surrounding medium to vibrate. stored energy is released.
Learning Task 2
 When the stone drops into water, it forms ripples.
 The ripples form as the water molecules oscillate in a small circle.
 The ripples continue when the amplitude of the ripple will drop with a factor proportional to the square root of the perimeter of
the expanding wave front. It is explained by the fact that the energy that created the wave came from a point where the rock
dropped and as time goes this energy gets spread over a larger and larger circumference.
WEEKS 4-5
6. Earthquake Learning Task 4: Learning Task 3: Learning Task 2: Learning Task 1:
7. Reverse fault 6.Compression 1. B 1. B
1.Compression (Across) 1.Earthquake (Acros) 2. A 2. C
8. Foot wall 2. Shear (Across)
9. Fault line 2.Friction 7. Fault (Down) 3. D 3. A
3. Fault 8. Strike Slip (Across) 3. Reverse (Down) 4. C 4. D
10. Hanging wall 4. Tension (Down)
4.Stress 9. Friction (Across) 5. A 5. C
5. Shear 10. Confining (Down) 5. Normal (Across)
Week 1
Key to Correction
For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421

Email Address: lrmd.calabarzon@deped.gov.ph

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QUARTER 2

Borrowed materials (songs, stories, poems, pictures, photos,

This module was carefully examined and revised in

PIVOT 4A CALABARZON Science G8

Job S. Zape, Jr.

Owen Agustin Peña

Lhovie A. Cauilan & Jael Faith T. Ledesma

Jhucel A. del Rosario & Melanie Mae N. Moreno

Crist John Pastor, Philippine Normal University

Published by: Department of Education Region IV-A CALABARZON

PIVOT 4A CALABARZON Science G8

For the Parents/Guardians

For the Learners

PIVOT 4A CALABARZON Science G8

This part presents the MELC/s and the desired

This part presents activities, tasks and contents

him/her on what he/she knew, what he/she does

In this part, the learner engages in various tasks

doing the tasks in the D part. This also exposes

information that will form part of his/her

PIVOT 4A CALABARZON Science G8

The Philippine Institute of Volcanology and Seismology (PHIVOLCS) said the

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A dip-slip fault in which

A fault on which the two blocks

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1. A left lateral strike-slip fault

If you were to stand on the fault

2. A right lateral strike-slip fault

If you were to stand on

What Are the Types of Stresses in the Earth's Crust?

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3. What type of stress causes the formation of mountains?

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1. sudden slip on a fault 3. fault in which the upper block,

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Where does an earthquake start?

How Strong is the Earthquake?

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1. Where is the epicenter of the earthquake?

Source: DOST Figure 4. Active fault line in the Philippines,

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3. Which agency of the government in the Philippines is monitoring the movement

5. What does the illustration shows?

After the earthquake

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Unlike a wave that is formed by the wind, a tsunami is so much more

So, how are earthquakes related to tsunamis? When a fault suddenly

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 Material: 12-inch flexible plastic ruler

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1. Hold the ruler horizontally at both ends. Bend

1. Remove one side of a cardboard box.

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CRITERIA EXCELLENT (5) PROFICIENT (4) ADEQUATE (3)

Method of Presentation is Presentation is Presentation is

Well-prepared with a Well-prepared but Limited props or

Information contains Information contains Information contains

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