ILIGAN CITY NATIONAL HIGH SCHOOL

ILIGAN CITY
WEEKLY HOME LEARNING PLAN - SCIENCE 8
SECOND QUARTER – SY 2021-2022

Most Essential
Learning
Day and Time Learning LEARNING TASKS Mode of Delivery
Area
Competencies (MELC)
  NOTE: SLA - Self Learning Activity
1. Differentiate ● Read all instructions, ● The learner will
the: descriptions and discussion. submit his/her
a. epicentre of an Make all answer clear and work to the
earthquake from its readable. parent for
Monday/ day focus; b. intensity ●Answer Activity 1, 2, and 3 safekeeping.
SCIENCE
1 of an earthquake ● Write all your answers in your
from its focus; c. ANSWER SHEET.
active
and inactive faults

LUNCH BREAK
● Read, analyze and comprehend
● The learner will
before you answer
2. Explain how answer
●Answer activity 4 and 5
earthquake waves questions on the
Tuesday/ Day ● Write all answers in your
provide information ANSWER SHEET
2 SCIENCE ANSWER SHEET.
about the interior of the provided.
earth.

LUNCH BREAK
 Read the information about
‘What is the difference between ● All answers
3. Explain how typhoon TYPHOON and a TROPICAL should be
develops and how it is CYCLONE?’ written in
affected by land ●Answer activity 6 and 7 ANSWER SHEET
Wed/ Day 3 SCIENCE masses and bodies of ● Write all answers in your and submit it to
water. ANSWER SHEET. your parent for
safekeeping.

LUNCH BREAK
 Read the information about the ● All answers
Philippine Area of should be
4. Trace the path of Responsibility. written in your
typhoon that enter ●Answer activity 8, 9 and 10 ANSWER SHEET
Thursday/Da Philippine Are of ● Write all answers in your and submit it to
SCIENCE Responsibility ANSWER SHEET. your parent for
y4
(PAR) using a map safekeeping.
and tracking data.

Friday Day 5
8:00 AM -
SCIENCE Submission of Self- Learning Activity and Answer Sheet
4:00 PM

GRADE 8 SCIENCE TEACHER

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 ILIGAN CITY NATIONAL HIGH SCHOOL
SCIENCE 8 (2nd Quarter -SY 2021-2022)
SELF LEARNING ACTIVITIES (SLA)

MELC: 1. Differentiate the: a. epicentre of an earthquake from its focus; b. intensity of an earthquake from its
focus; c. active and inactive faults
2. Explain how earthquake waves provide information about the interior of the earth.
3. Explain how typhoon develops and how it is affected by land masses and bodies of water.
4. Trace the path of typhoon that enter Philippine Are of Responsibility (PAR) using a map and
tracking data.

TOPIC : Fault and Earthquake

An earthquake is one of the most horrifying phenomena that anyone can ever experience. You grow up
believing that the Earth is rock, solid, and steady. However, you have encountered that the ground shakes and this
contradicts what you believed before.
Earthquakes have caused some destruction all over the world. Even before, people have started recording
these events. No wonder scientists have been working very hard on how to predict when an earthquake occurs.
Fault, in geology, a planar or gently curved fracture in the rocks of Earth's crust, where compressional or
tensional forces cause relative displacement of the rocks on the opposite sides of the fracture. 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.

Activity 1: Whose Fault is it?

Direction: Identify what type of fault is asked if it is STRIKE-SLIP, THRUST FAULT or EXTENSIONAL. Write your
answer in the answer sheet.
________________ 1. Blocked pulled oof underlying block
________________ 2. Vertical fault plane
________________ 3. Low angle fault
________________ 4. Steep fault plane
________________ 5. Block moves over another block

TOPIC: FOCUS, INTENSITY, MAGNITUDE and ACTIVE and INACTIVE FAULT

Earthquakes are vibrations or tremors produced in the earth’s outer layer or crust. An earthquake can be
tectonic. It occurs when parts of the earth’s crust break and the rocks along a fault slide close to each other or away
from each other. This is called faulting. An earthquake may also be volcanic. Tremors are often produced to signal an
upcoming volcanic eruption in that vicinity or region.
Focus is a break in the ground caused by the pressure of the moving rock. It is the place where the earthquake
originates. Epicenter is the point or line on the earth’s surface directly above the focus of an earthquake. The study of
earthquakes is called seismology. Scientists or experts in this field are called seismologists. There are two major
scales in which earthquakes are measured. The magnitude of a particular earthquake is a single number which does
not vary from place to place. Magnitude is the total energy released by an earthquake at its focus. Earthquakes of
large magnitude are stronger and generally more destructive than those of small magnitude. The Ritcher Scale
measures earthquake magnitude. The intensity of an earthquake is measured in term of its geological effects and the
overall damage it brings. The intensity of an earthquake becomes weaker outward from the epicenter. The Mercalli
Scale measures the intensity of shaking. Measures of intensity and magnitude correspond to each other.
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intensity of an earthquake gives us an idea of how strong or weak the shaking is. The Philippine Institute of Volcanology and S

Table 1. PHIVOLCS Earthquake Intensity Scale (PEIS)

Intensity
Description
Scale
IV Strong – Perceptible
Scarcely Generally by –most people indoors
Perceptible to people and outdoors. Many sleeping
under favourable people are
circumstances. awakened.
Delicately Some
balanced
are frightened,
objects someslightly.
are disturbed run outdoors.
Still waterStrong shaking oscillates
in containers and racking felt throughout the building. Hanging
slowly.
II objects swing
Slightly Felt –violently.
Felt by few Dining utensils at
individuals clatter
rest and clink,Hanging
indoors. some are broken.
objects Small
swing light and
slightly. Still unstable
water in
objects may roll or overturn.
containers oscillates noticeably. Liquids spill from filed open containers. Standing vehicles rock noticeably.
III Shaking
Weak of leaves
– Felt by many and twigs
people of indoors
trees areespecially
noticeable.in upper floors of buildings. Vibration is felt like one
VI Very Strong – Many people are frightened
passing of a light truck. Dizziness and nausea andare runexperienced
outdoors. Some
by some people lose Hanging
people. their balance.
objectsMotorist
swing
feels like driving
moderately. in fistinfires.
Still water Heavy oscillates
containers objects ormoderately.
furniture move or may be shifted. Small church bells may
IV ring. Wall plaster
Moderately Strongmay – Felt crack. Very by
generally oldpeople
or poorly-built
indoors and houses
by someand people
man-made structures
outdoors. are slightly
Light sleepers are
awakened. Vibration is felt like passing of a heavy truck. Hanging objects swing considerably.occur
damaged though well-built structures are not affected. Limited rock falls and rolling boulders in
Dinner
hilly and
plates, mountainous
glasses, windows areasandand escarpment
doors treesand
rattle. Floors are noticeably shaken.
walls of wood framed buildings crack. Standing
VII Destructive
motor cars may– Most rockpeople areLiquids
slightly. frightened and run outdoors.
in containers People find
slightly disturbed. it difficult
Water to stand oscillates
in containers in upper
floors. Heavy objects and furniture
strongly. Rumbling sounds may sometimes be heard. overturn or toggle. Big church bell may ring. Old or poorly-built
structures suffer considerably damage. Some well-built structures are slightly damaged. Some cracks
may appear on dikes, fish ponds, road surface, or concrete hollow block walls. Limited liquefaction,
lateral spreading and landslides are observed. Trees are shaken strongly. (Liquefaction is a process by
which loose saturated sand lose strength during an Earthquake and behave like a liquid).
VIII Very Destructive – Most people are panicky. People find it difficult to even outdoors. Many well-built
buildings are considerably damaged. Concrete dikes and foundation or bridges are destroyed by ground
setting and tapping. Railway tracks are bent or broken. Tombstones may be displaced, twisted or
overturned. Utility posts, towers and monuments may tilt or topple. Water and sewer pipes may be bent,
twisted or broken. Limited liquefaction and lateral spreading cause man-made structure to sink, tilt or
topple. Numerous landslides and rock fells occur in mountainous and hilly areas. Boulders are thrown
out from their positions particularly near the epicentre. Fissures and faults rupture may be observed.
Trees are violently shaken. Water splash or slep over dikes or banks of rivers.
IX Devastating – People are forcibly thrown to ground. Many cry and shake with fear. Most buildings are
totally damaged. Bridges elevated concrete structures are toppled or destroyed. Numerous utility posts,
towers and monuments are tilted, toppled or broken. Water sewer pipes are bent, twisted or broken.
Landslides and liquefaction with lateral spreading and sand boils are widespread the ground is distorted
into undulations. Trees are shaken very violently with some toppled or broken. Boulders are commonly
thrown out. River water splashes violently or slaps over dikes and banks.
X Completely Devastating – Practically all man-made structures are destroyed. Massive landslides and
liquefaction, large scale subsidence and uplift or land forms and many ground fissures are observed.
Changes in river courses and destructive sachets in large lakes occur. Many trees are toppled, broken
and uprooted.
Activity 2: THINK and PICK
Direction: Pick the correct word from the box to answer the following statement. Write your answer in the answer
sheet.
Completely Devastating Earthquake Epicenter Devastating Very Destructive

Destructive Focus Ritcher Scale Very Strong Mercalli Scale

Very Strong Scarcely Perceptible Weak Moderately Strong Strong

___________ 1. Vibrations or tremors produced in the earth’s outer layer or crust.

___________ 2. Massive landslides and liquefaction, large scale subsidence and uplift or land forms
and many ground fissures. 3
___________ 3. A break in the ground caused by the pressure of the moving rock.
___________ 4. Delicately balanced objects are disturbed slightly.
___________ 5. People are forcibly thrown to ground.
___________ 6. Point or line on the earth’s surface directly above the focus of an earthquake.
___________ 7. Measures earthquake magnitude
___________ 8. Felt by few individuals at rest indoors.
___________ 9. Measures the intensity of shaking
___________ 10. Felt by many people indoors especially in upper floors of buildings.
___________ 11. Numerous landslides and rock fells occur in mountainous and hilly areas.
___________ 12. Most people are frightened and run outdoors.
___________ 13. Felt generally by people indoors and by some people outdoors.
___________ 14. Shaking of leaves and twigs of trees are noticeable.
___________ 15. Many people are frightened and run outdoors.
 An active fault is one that has moved in the past and is expected to move again. Put in another
way, an active fault has generated earthquakes before and is capable of causing more in the future.
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 example, 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. This is not to say that anyone can spot an active fault. Scientists need a lot of
training to do that.

Activity 3: Do You Live Near an Active Fault?

Direction: Using the “Distribution of Active Faults and Trenches in the Philippines, enumerate at least 5
Active Fault and 5 Inactive Fault surrounding Luzon, Visayas and Mindanao. Write your answer in the
answer sheet.

TOPIC: Tsunami and Earthquake

Although tsunamis occur most often in the Pacific Ocean, they can be generated by major earthquakes in other
areas. The most frequent cause of tsunamis…is crustal movement along a fault: a large mass of rock drops or rises and
displaces the column of water above it.
Causes of tsunami
1. Earthquakes. It can be generated by movements along fault zones associated with plate boundaries.
2. Landslides. A landslide which occurs along the coast can force large amounts of water into the sea, disturbing
the water and generate a tsunami.
3. Volcanic Eruption
4. Extra-terrestrial Collision

Activity 4: Agree or Disagree

Direction: Write Agree or Disagree to the statement about changes of matter

Statement about Changes of Matter Agree or Disagree

1. An earthquake always brings a lot of damage.
2. Death is imminent when an earthquake strikes.
3. Home near the epicenter of an earthquake are most likely to have more damage.
4. All earthquakes generate tsunami.
5. Tsunamis and storm surges are one and the same.
6. A tsunami loses energy as it travels across the open sea.

Activity 5: PERFECT CHOICE

Directions: Choose the letter of the best answer. Write your answer in the answer sheet.

1. Earthquakes are common occurrence in Japan, Indonesia and Philippines. Why is this so?
a. Japan, Indonesia and Philippines are located near the equator.
b. Japan, Indonesia and Philippines are found within the Pacific Ring of fire.
c. Japan, Indonesia and Philippines are surrounded by seas.
d. Japan, Indonesia and Philippines are considered archipelagic countries.

2. What will most likely happen every time a fault slips?

a. There will be no movement at all. c. The rocks will suddenly slip and will generate an earthquake.
b. The rocks will be stuck together. d.There will be movement right away.

3. Scientists use different ways to find out if a fault is active. Which one is NOT included?
a. Scientists checked the country’s historical record. c. Scientists created a fault model
b. Scientists observed the surroundings. d. Scientists studied the past and present vibrations.

4. Earthquake happens along a fault line. Which of the following is NOT true about faults?
a. It can be found on land. c. It is where fault cyclone starts.
b. It can be found under the sea. d. It is a break in the Earth’s crust.

5. What do you call the spot above the focus on the surface of the Earth?
a. Crust b. Fault c. Epicenter d. Trench
6. Which factor keeps the rocks from slipping past each other?
a. The depth of the rocks. c. The bending of the rocks.
b. The roughness of the rocks. d. The arrangement of the rocks.
7. Which of the following refers to the place where the earthquakes start?
a. Fault plane b. Epicenter c. Focus d. Fault
8. What government agency in our country that is responsible for monitoring and observing earthquake and tsunami
occurrence?
a. Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA)
b. Philippine Institute of Volcanology and Seismology(PHILVOLCS)
c. Department of Environment and Natural Resources (DENR )
d. Department of Food and Authority(DFA)
9. Not every fault movement beneath the sea will produce tsunami. Which of the following fault movements will result
to such occurrence?
a. String movement c. Vertical movement
b. Sideward movement d. Horizontal movement

10. What do you call the phenomenon that refers to the fast movement between two sides of a fault wherein the friction
is overcome resulting to a sudden movement or shaking of the ground?
a. Stick-bend c. Stick-vibrate
b. Stick-slip d. Stick-shake
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The term TROPICAL CYCLONE is a summary term. In various places tropical cyclones have other local names such as "hurricane"
and "typhoon". A tropical cyclone that forms in the Northeastern part of the Pacific Ocean and the Northern part of Atlantic
Ocean is called a HURRICANE. While in the Northwestern part of the Pacific Ocean a tropical cyclone is called a TYPHOON. In the
Indian Ocean it is called a CYCLONE.
A TROPICAL CYCLONE is a circular air movement that starts over the warm ocean waters in the warm part of Earth near the
Equator. Thus, Philippines is prone to tropical cyclone since our location is near at the equator. According to scientists, the
temperature of ocean water must be 26.5°C or greater. 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. Most tropical cyclones create strong winds
and heavy rains which will result to flooding and destroys properties and human life. When the tropical cyclones go onto land,
they weaken. They die when they spend a long time over land or cool ocean water.
The classification of tropical cyclones according to the strength of the associated winds as adopted by Philippine Atmospheric,
Geophysical, and Astronomical Services Administration (PAGASA) are as follows:

CATEGORY Maximum Wind Speed kilometers per

hour (kph)
Tropical Depression (TD) 64
Tropical Storm (TS) 118
Typhoon (TY) 200
Supertyphoon (STY) greater than 200

In the Philippines, we use the same word for all categories of tropical cyclones. We call it ‘ bagyo’ whether it is a tropical
depression, a tropical storm or a typhoon.
Sources: https://kids.kiddle.co/Tropical_cyclone https://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone Grade 8 Learner’s Material

ACTIVITY 6: LET’S ARRANGE THIS!

Direction: Find the words/terms from the selection above, and arrange the following jumbled letters.

1. OONHPYTREPUS = ________________ 6. IEPLPSNHIPI = ________________

2. CROLATPI = ________________ 7. RETAQOU = ________________
3. GAOBY = ________________ 8. NCEOA TWRAE = ________________
4. REAHNUICR = ________________ 9. LTPAOCIR NDEPOSREIS= _______________
5. NOACE IICFAPC = ________________ 10. WHEOTTNRS = ________________

ACTIVITY 7: THE LETTER OF YOUR CHOICE!

Direction: Choose the correct answer and write the letter only.

1. ______ is the term used to describe tropical cyclone in the Northern part of the Atlantic Ocean.
a. Typhoon b. hurricane c. cyclone
2. A tropical cyclone suddenly hits the country with a maximum sustained wind speed of 120 km/h, this is categorized as
a. Typhoon b. tropical depression c. tropical storm
3. In what type of ocean water do tropical cyclones occur?
a. Cold, icy ocean waters b. moderately cold ocean waters c. Warm ocean waters
4. Which statement about typhoon and tropical cyclone is true?
a. Typhoon is one of the categories in a tropical cyclone. c. Typhoon is the general term of a tropical
cyclone.
b. Typhoon and tropical cyclone does not have strong winds and heavy rains.
5. What is the standard temperature of the ocean water to form a tropical cyclone?
a. 27.5 ͦ C b. 26.5 ͦ C c. 29.5 ͦ C
6. ______ is the term used to describe tropical cyclone in Indian Ocean.
a. Typhoon b. hurricane c. cyclone
7. Where does a tropical cyclone starts to weaken?
a. In the land b. in the middle of the ocean c. near the ocean
8. In what direction did the tropical cyclones move?
a. Northeast b. southeast c. northwest
9. The term that is used for all the different categories of a tropical cyclone in the Philippines.
a. Bagyo b. amihan c. habagat
10. Which category of a tropical cyclone if it has a wind speed of 315 km/h?
a. Typhoon b. supertyphoon c. tropical storm

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ACTIVITY 8: CONNECT THE PAR!

The Philippines is located in the western part of the North Pacific Ocean. This large area is composed of many countries in Oceania
and the eastern parts of Asia. Tropical cyclones can form over warm waters anywhere within this area. This will give a challenge to
the forecasters in different countries within this region. To make monitoring easy for the forecasters, this large region of the
Pacific Ocean is broken into smaller domains called "areas of responsibilities". Here, forecasters will only have to monitor those
tropical cyclones that are relevant to their country. In addition, the Philippine Area of Responsibility (PAR) is the smallest and
innermost monitoring domain, whose boundary is closest to the Philippine Islands. The exact dimensions of this domain are the
area of the Western North Pacific bounded by imaginary lines connecting the coordinates: 5°N 115°E, 15°N 115°E, 21°N 120°E,
25°N 135°E and 5°N 135°E.

Source: http://bagong.pagasa.dost.gov.ph/learning-tools/philippine-area-of-responsibility

Direction: For this activity, you will make a

PAR through connecting the circles in the
Philippine map which is provided on your
answer sheet. Your reference is the figure
on the left side. Afterwards, write the
coordinates beside each of the circles.

Be sure that the coordinates are ON THE

EXACT POSITION AS IT WAS FROM
THE FIGURE ON THE LEFT SIDE.

(YOU MAY USE A PENCIL TO SKETCH THE PAR)

ACTIVITY 9: IS IT A YES OR A NO?

PART I. Direction: Observe the following maps below. Write the word YES if a tropical cyclone enters the PAR and write the word NO if
does not. Symbol for a tropical cyclone.

PART II. Direction: Read the following statements below. Write the word YES if a tropical cyclone enters the PAR and write the word
NO if does not.

1. If a tropical cyclone is located at 15°N, 138°E, is it within the PAR?

2. A tropical cyclone is at 19°N, 117°E, is it inside the PAR?

3. If a tropical cyclone is located at 24°N, 125°E, is it within the PAR?

4. A tropical cyclone is located at 21°N, 120°E, is it within the PAR?

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ACTIVITY 10: YOU CAN TRACK ME!

Below are the tracking data of the different tropical cyclones that enters the PAR which is provided from the Philippine
Atmospheric, Geophysical, and Astronomical Services Administration (PAGASA). Use the LATITUDE and LONGITUDE to track
the location of each of the tropical cyclones. Sample values for LATITUDE are 5°N, 15°N, 21°N, 25°N, respectively which has
a direction towards NORTH. Meanwhile, the sample values for LONGITUDE are 115°E, 120°E, and 135° E, respectively
which has a direction towards EAST. If we ask for COORDINATES of a tropical cyclone, simply write the values of LATITUDE
and LONGITUDE. Examples (4°N, 121°E) (15°N, 138°E) (15°N, 138°E). Be sure to write FIRST the value for LATITUDE. Study
the maps and answer the following questions.

A.

A.1. What is the

category of bagyong
Tisoy?

A.2. When was bagyong

Tisoy first spotted by
PAGASA?

A.3. Give the coodinates

of bagyong Tisoy dated
on December 3, 2019.

A.4. Does bagyong Tisoy

leaves the PAR on
December 5, 2019? Yes
or No.

B.

B.1. What is the category

of bagyong Rolly?

B.2. When was bagyong

Rolly first spotted by
PAGASA?

B.3. Based from the initial

position of bagyong Rolly,
how many days does it
travel to reach the
coordinates of 14°N,
125°E?

B.4. When was bagyong

Rolly definitely leaves the
PAR?

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C.

C.
C.1. What is the
category of bagyong
Urduja?

C.2. When does it enters

the PAR?
C.3. When was the
bagyong Urduja located
at 13°N, 124°E?

C.4. Based from the

tracking data that was
given, how many days
does it stays in the
PAR?

D.

D.1. What is the

category of bagyong
Siony?

D.2. Where is the

initial position of
bagyong Siony?

D.3. When does it

enters the PAR?
D.4. When was the
bagyong Siony located
at 17°N, 127°E?

D.5. Give the

coordinates of
bagyong Siony dated
on November 6, 2020.

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PERFORMANCE TASK
Directions:
1. Photocopy the Fault Model. Then cut along the outlines of the two drawings.
2. Fold along the lines and paste where indicated.
3. The upper surface of the model represents the surface of the Earth.
The trace of the fault on the surface of the Earth is called the fault line.
4. The figure to the right shows a Fault Model.

2nd GRDADING ANSWER SHEET 10

 Name: ____________________________________Section: ___________________ Score: ________
Activity 1: Whose Fault it is?
1. ______________________
Activity 3: Do you live near an Active
2. ______________________
3. ______________________ Fault?
4. ______________________ ACTIVE FAULT
5. ______________________ 1. ________________________________
2. ________________________________
Activity 2: Think and Pick 3. ________________________________
1. ____________________________
2. ____________________________ 4. ________________________________
3. ____________________________ 5. ________________________________
4. ____________________________
5. ____________________________
6. ____________________________ INACTIVE FAULT
7. ____________________________ 1. ____________________________
8. ____________________________
2. ____________________________
9. ____________________________
10. ___________________________ 3. ____________________________
11. ___________________________
4. ____________________________
12. ___________________________
13. ___________________________ 5. ____________________________
14. ___________________________
15. ___________________________
Activity 5: Perfect Choice
Activity 4: Agree or
1. _______ 6. ________
Disagree
1. _______________ 2. _______ 7. ________
2. _______________ 3. _______ 8. ________
3. _______________ 4. _______ 9. ________
4. _______________ 5. _______ 10. _______
5. _______________

ACTIVITY 6: LET’S ARRANGE THIS! ACTIVITY 7: THE

1. _____________________________ LETTER OF YOUR
CHOICE!
2. _____________________________ 1. _____

3. _____________________________ 2. _____
3. _____
4. _____________________________
4. _____
5. _____________________________
5. _____
6. _____________________________ 6. _____
7. _____________________________ 7. _____
8. _____________________________ 8. _____

9. _____________________________ 9. _____
10. _____
10. _____________________________
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Activity 8: Connect the PAR