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Grade 8 Science LAS
Grade 8 Science LAS
SCIENCE
SECOND QUARTER
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 : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : 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. CABARO, PhD
Development Team
Writers : JOVIE AGCAOILI, KATHERINE D. MELAD, MARIA CHRISTINA A. TALLUD,
ERMELINDA A. LIM, EMERLITA N. MORALES, LIEZELT. CUMIGAD
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 Quirino
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
__
_
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.
__ __ __ __ __ __ __ __ __ __
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
No
Type of Stress Direction of How do I describe
force force it?
1 Compression
2 Tension
3 Shear
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 plane Hanging wall
C
https://amp.reddit.com/r/geology/comments/aq9sj1/understanding_normal_faults_a
nd reverse_faults/
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.
Procedure:
1. Slide one block upward while keeping the other block stationary.
Illustration.
2. This time slide the other block which was previously stationary upward.
Illustration
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.
Type of
Fault
Text Boxforce
Compression
Compression Normal Strike-slip
Reverse Slipping of rock Stretching of crust
Shear Squeezing of crust Tension
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
__ 6. __ 8.
The rock fractures and then When the stress within
snaps back into its original rocks exceed friction,
shape rupture occurs
REFLECTION
Complete this statement:
1. With the activities I have undertaken on this lesson, I learned that
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________
2. I enjoyed most on
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________________________
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
2. H a n g i n g w a l l
3. E a r t h q u a k e
l
4. F a u t
5. S t r e s s
6. C o m p r e s s i o n
7. F o o t w a l l
8. S h e a r
9. T e n s i o n
10. L i t h o s p h e r e
Answer
F a u l t p l a n e
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
Practice Personal Hygiene at all times 12
Type of Stress force Direction of force How do I describe it?
Compression come together
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 6
Put check () on statement which gives the correct description about hanging wall and
foot wall.
___ Foot wall is always below the fault plane.
B Hanging wall
Foot wall D
Fault plane C
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
Activity 9
Illustration 1
Illustration 2
Activity 10
is which
caused by resulted to
Type of
Reverse Compression Squeezing of
Fault
crust
Activity 11
1. E
2. C
3. B
4. A
Prepared by:
JOVIE AGCAOILI
Cagayan National High School
Section:____________________________________________ Date:_____________________
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.
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.
Practice Personal Hygiene at all times 18
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.
phivolcs.dost.gov.ph/index.php/earthquake/earthquake-intensity-scale
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 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.
The Philippine Sea is the location where the Eastern Philippine Fault can be
found.
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.
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.
II. Directions: Label the drawing properly, write your answer inside the box.
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?
________________________________________________________________
________________________________________________________________
____________
Practice Personal Hygiene at all times 24
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 #______
_______________________________________
_______________________________________
QUESTIONS:
1. What is the selection all about?
______________________________________________________________
______________________________________________________________
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.
2
WHAT ARE SIGNS OF
3
ACTIVE FAULT
4
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.
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:
Reflection:
1. I learned that …
________________________________________________________________
________________________________________________________________
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
ACTIVITY 1
II.Label the drawing properly, write your answer inside the box.
EPICENTER
SHOCK WAVES
FAULT
FOCUS
2. Where would damage be more? Near the epicenter or away from the epicenter?
Why?
Practice Personal Hygiene at all times 33
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.
Intensity #2 Intensity #6
✓ Felt only by few persons People are frightened.
Some objects fall from the shelves in
large numbers.
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.
ACTIVITY 3
1. The selection is all about the October 2019 earthquake that struck Ecoland
4000.
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
LUP
MARIKINA
BINAN
MARIKINA
Fault
III.
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:
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
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 two
___1. Core blocks of rock.
B. It lies beneath the crust which
___2. Crust makes up about 80 % of its total
volume & 68 % of its total mass.
___3. Earthquake C. The innermost layer of the earth
subdivided into two, the inner &
___4 Fault outer core.
D. A sudden movement of the earth’s
___5. Mantle lithosphere.
E. The thinnest and the outermost layer
of the earth.
Practice Personal Hygiene at all times 41
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 .
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.
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?
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.
S-wave paths & shadow zone P-wave paths & shadow zone
A B
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.
_____________________________________________________________
_____________________________________________________________
2. I enjoyed most on _____________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
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
P wave S wave
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 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.
Prepared by:
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.
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
______________________________________________________________________________
Longitude
Winds
Rotation
Months of
occurrence
____________________________________________________________________
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
Hurricanes
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.
2 126-164 km/h
3 165-224 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.
_____________________________________________________________________
_____________________________________________________________________
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.
_____2. The heat coming from the surface layer of the ground drives updrafts and
evaporated moisture upward.
____4. Bodies of water scrape off much of the moisture in the wind
____ 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)
Activity 8: Storm Me
Directions: Circle the best answer for each of the following questions.
REFLECTION:
1. I learned that___________________________________________
_____________________________________________________
2. I enjoyed most 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.
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 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
Typhoon Hurricane
1.Typhoon in the Northwest Pacific Ocean- most common from May to October
3.Hurricane Northeast Pacific Ocean and Atlantic Ocean- from June to November
- peak season mid-August to late October
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
1. Public Storm Warning Signals are raised to warn the public of incoming
weather disturbances.
(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
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.
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.
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!”
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.
_____________________________________________________________________
.
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?
______________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
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)
____________________________________________________________________
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.
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?
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
______________________________________________________________________
______________________________________________________________________
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?
_____________________________________________________________________
7. What are the requirements for a tropical cyclone to die out?
_____________________________________________________________________
8. Why is Southern Mindanao not usually hit by tropical cyclones?
_____________________________________________________________________
Directions: Study and analyze the anatomy of a tropical cyclone below with its labeled parts
and answer the given questions:
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?
___________________________________________________________________
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_____________________________________________________
__________________________________________________________________
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
t=d/v
(360km/15 km/h)
t= 24 h
I. Lawin has a wind speed of 270 km/h.
References:
Campo, Pia C., et-, al. 2013. Science-Grade 8. Learner’s Module. Pasig City Department of
Education.
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:
Prepared by:
EMERLITA N. MORALES
Cagayan National High School
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.
Directions: Read the descriptions given and distinguish whether they are comet, asteroid, or
meteor. Put a check mark (√) on the appropriate column.
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.
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
Meteoroids
Origin
Can become
Composition
Types
Directions: Compare and contrast comets, asteroids, and meteors using the graphic organizer
below. Write your answers on the spaces provided.
COMET ASTEROID
In ancient Chinese book, written 300 B.C., it is explained how the arrival of comets
has caused various disasters, such as wars, the dethronement of powerful leaders,
mysterious whale deaths and a lack of vital ingredients such as salt, fish, and rice.
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
Before scientists understood meteors, ancient people came up with stories of their own
to explain their existence. Many people connected meteors or comets to the weather,
or associate it with evil or death.
Directions: Read the following selection and answer the questions below.
“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, creating streaks
Guide of “fire” as they rose towards the
Question:
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)
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
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Books
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:
Prepared by:
LIEZEL T. CUMIGAD
Cagayan National High School
MARITES E. PASCUAL
Cagayan National High School
Activity 1: Who Am I?
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. √
Composition Origin
Origin
Asteroids
Solar System’s Small Comets
Bodies
Size and shape
Varied/Irregular Size and shape
Typically less than 1 composition
km; some are more Ice(frozen water), Frozen Varied/Irregular
than 300 km in gases(Ammonia,Methane, Excluding the tail,
diameter CO2 and other Organic about the size of a
Compounds mountain
Comets or
Meteoroids
Origin asteroids; moon
or other planets
Size and shape
Meteorites Meteor
Types
COMET ASTEROID
-Made of ice,rock and Can you write some -Made of rock and metals
compounds with hydrogen similarities? -Have no tails
and carbon
-they are space debris (space -Located in Asteroid belt
-Located most in outer solar rocks)
system(Kuiper belt or OOrt -May have caused mass
-Relics of the early solar system extinctions on Earth
cloud
-Orbit the Sun
-May have delivered water to
earth -Not spherical
-Have collided with the earth
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.