CONTENT: Earthquakes and Faults
CONTENT STANDARD: The learner demonstrates understanding of the relationship
between faults and earthquakes.
PERFORMANCE STANDARD: The learner makes informed decisions based on
knowledge of the location of active faults in the community.
Learning Code: S8ES-IIa-14
I. Learning Objectives:
At the end of lesson, 80% of the students should be able to:
1. Discuss the general study of earth science.
2. Identify the key concepts in studying earthquakes and faults.
II. Subject Matter:
A. Topic: Earth and Space
B. Concepts:
Earth Science is the study of the Earth and its neighbors in space. It is an
exciting science with many interesting and practical applications. Some Earth
scientists use their knowledge of the Earth to locate and develop energy and
mineral resources. Others study the impact of human activity on Earth's
environment and design methods to protect the planet. Some use their knowledge
about Earth processes such as volcanoes, earthquakes and hurricanes to plan
communities that will not expose people to these dangerous events. Many different
sciences are used to learn about the earth, however, the four basic areas of Earth
science study are: geology, meteorology, oceanography and astronomy.
C. Materials:
Ball pen, reading material, diagram and illustration
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
Website:
1. http://www.dallastown.net/Page/1938
2. http://www.learndev.org/dl/Science/EarthScience/ThePlanetWeLiveOn.pdf
E. Process Skills: Identifying, Recalling and Describing
F. Values Integration: Awareness
III. Learning Task
1
Pedagogical Approach Used:
- Collaborative
- Reflective
Engage:
Take a moment to look and observe the given illustration, what are the insights and/or
ideas you can share about earth science?
Explore:
Since learners have little prior knowledge about
earth science and the topics ahead, a reading material
is provided to learners about the four major branches
of earth science:
geology, oceanography,
meteorology and astronomy.
Explain:
Included in the reading material are the following guide questions the students need
to answer:
1. According to the article you have read, what is earth science in your own
words?
2. List down all the possible benefits we could get from this branch of science.
(write at least three)
3. Enumerate the four basic earth science studies.
4. Which among the four basic earth science studies is the primary focus of earth
science? Explain why.
5. Why is it important to study and determine the weather patterns and climate?
6. In the study of our oceans, why is it our concern to conserve and protect our
ocean if our primary habitat is on land?
7. Are catastrophic events such as volcanic activity, earthquakes, floods,
landslides and meteor shower related? How are they related?
Elaborate:
After the learners accomplished the given reading material, the teacher will add some
insights and information about earth science and the topics ahead.
Evaluate:
The reading material provided by the teacher will be graded using the following scoring
rubrics:
Criteria
1. Completeness
- The learners completely
accomplished the given task
Points
Actual
Score
3
2
and have answered the entire
given guide questions.
2. Clarity and Relevance
- The learners completed the
task
and/or
performance
correctly and the answers
provided in the guide questions
are relevant and clear.
3. Structure
The provided answers
were grammatically correct;
misspelled
words
or
terminologies were avoided;
and the sentence structure or
explanations were concise and
clear.
4. Cleanliness and Neatness
- The learner’s worksheet
and/or activity sheet were neat
and clean. The handwriting
also was clear and readable.
3
2
2
3
LEARNING CONCEPT
Learning Code: S8ES-IIa-14
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Understand what an earthquake is and how it occurs.
2. Describe the energy released in occurrence of earthquakes.
3. Explain how earthquakes are described based on magnitude and intensity.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: What are Earthquakes?
C. Concepts:
Unlocking of Terms:
1. Earthquake – is the result of sudden movement in the Earth’s crust that creates
seismic waves, also known as quake, tremor or temblor).
2. Seismic activity – refers to the frequency, type and size of earthquakes
experienced over time.
3. Richter scale – developed to assign a single number to quantify the energy
released during an earthquake. The scale is a base-10 logarithmic scale.
4. Magnitude of an earthquake – measures the energy released at the source of
the earthquake. It is determined from measurements on seismographs.
5. Intensity – measures the strength of shaking produced by the earthquake at a
certain location. It is determined from effects on people, human structures and
the natural environment.
6. Seismograph - an instrument for automatically detecting and recording the
intensity, direction, and duration of a movement of the ground, especially of an
earthquake
D. Materials:
LCD projector, laptop, diagrams and Illustrations
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
Website
1. http://stem-works.com/subjects/8-earthquakes/activities
2. http://www.kids-earth-science.com/elementary-science-experiment.html
3. http://www.geo.mtu.edu/UPSeis/making.html
4. https://www.teachengineering.org
F. Process Skills: Identifying, Recalling and Describing
4
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Reflective
- Constructivism
Engage:
In our previous lesson, we have learned what earth science is and its four major
branches namely: geology, oceanography, meteorology and astronomy. Now, which
among these branches of earth science is concerned with the study of earthquakes?
Explore:
Included in the powerpoint presentation provided by the teacher are some photos,
occurrences of earthquakes, deadliest earthquakes recorded in the world history, 10
deadliest natural disasters in the Philippines and photos of seismograph.
Explain:
1.
2.
3.
4.
5.
6.
7.
8.
Based on your understanding, what is an earthquake?
What are the impacts or effects of earthquakes to us?
What is the importance of studying earthquakes?
In connection to energy transfer, whenever there is an earthquake, is there any energy
transferred or released? Why or why not?
What is this form of energy released during an earthquake?
How do we detect and record seismic activity?
What is the importance of detecting and recording seismic waves?
How are size and strength of an earthquake measured?
5
Elaborate:
The teacher will explain and give additional information or insights in each of the
questions given in the explain phase. The teacher will explain that earthquakes are
vibrations produced because of the forces that cause the plates to move beneath the
Earth’s surface. These vibrations and propagation of energy released are in the forms of
seismic waves. The teacher will emphasize that we experience these movements
beneath the ground everyday even though we do not literally feel it and these phenomena
are detected and recorded using an instrument called seismograph. The seismograph is
used to measure the size and strength of an earthquake by determining the magnitude
and intensity scale.
Evaluate:
The learners are instructed to write in a whole sheet of paper at least three (3)
paragraphs about their insights and idea of what is and the effects of an earthquake.
The learners will be graded based on the scoring rubric:
1.
2.
3.
4.
Completeness (3 points)
Clarity/Relevance (3 points)
Structure (2 points)
Cleanliness and Neatness (2 points)
6
Learning Code: S8ES-IIa-14
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Construct their own fault block model.
2. Identify the three (3) different types of faults using the fault block model.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Fault Block Model
C. Concepts:
Fault
A fracture in the Earth’s crust where one side movesrelative to the other.
Sudden movements in faultscause earthquakes. The fault plane in this diagram is
the area of contactbetween the two fault blocks. Fault planes may contain striations
or slickensides that can indicate thedirection of fault motion.
D. Materials:
Scissors, coloring material, glue, fault block model sheets
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Constructing and Identifying
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Constructivism
- Inquiry based
Engage:
We have learned from our previous discussion that earthquakes are energy of
waves caused by the sudden breaking of rocks beneath the earth’s crust. What is the
term in earth science that refers to the “breaking” of rocks?
Explore:
The students will construct their own fault block model. The procedures are as follows:
7
1.
2.
3.
4.
5.
6.
Print out each of the three printable fault blocks.
Color the fault block. Each block has five layers per side.
Cut out the fault block along the outer solid black lines.
Fold on dotted lines.
Once a block is folded, tape the flaps together to make a 3-D fault block.
Repeat until all three fault blocks are created.
Explain:
1. What is a fault?
2. With your 3-D model of the fault block, identify the three different types of fault.
3. Provide a short description of each of the types of fault using your fault block
model.
Elaborate:
Fault blocks represent blocks of the Earth’s crust. Each color represents a layer of the
earth while the diagonal black lines represents faults in the Earth’s crust. In this position,
the fault blocks represent unfaulted, or unmoved, crust.
Evaluate:
The student’s fault block model will be graded based on the scoring rubric.
8
Learning Code: S8ES-IIa-14
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Describe the three different types of fault.
2. Draw the position of the hanging wall and footwall in relation to the types of fault.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Types of Fault
C. Concepts:
Normal Fault
When a hanging wall moves down, a cliff face is formed, called a “fault scarp.”
All of the known faults in Indiana are normal faults.
Reverse Fault
The central hanging wall was pushed up relative to the foot wall. Most of the
faults in the Rocky Mountains are reverse faults.
Strike-Slip Fault
Lateral, or side-to-side, motion does not produce a fault scarp but can create
weaker areas of rock where fault blocks slide past one another.
D. Materials:
Activity sheets, pencil and coloring materials
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Constructing and Identifying
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Collaborative
- Inquiry based
Engage:
Using your fault block model, what are the three (3) types of fault? (An earthquake
usually occurs near the fault line. The fault line is the location where rocks suddenly
breaks and creates fractures).
9
Explore:
The teacher will post the activity sheet of the learners about the three types of fault.
Using their fault block model, they will determine the hanging wall and foot wall of a fault;
draw the different types of fault: normal fault, reverse fault and strike-slip fault; and answer
the given guide questions.
Explain:
1. What is a hanging wall? Foot wall?
2. What is a fault?
3. Describe the three (3) different types of fault.
a. Normal fault
b. Reverse fault
c. Strike-slip fault
4. How does fault generate earthquakes?
5. Are all movement along the fault produces earthquakes?
Elaborate:
The teacher will give additional information to students about the types of faults and
stress.
Evaluate:
Scoring Rubric for the reading material:
1.
2.
3.
4.
Completeness (3 points)
Clarity/Relevance (3 points)
Structure (2 points)
Cleanliness and Neatness (2 points)
10
Learning Code: S8ES-IIa-14
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Explain how faults generate earthquakes.
2. Describe what stress can do to the layers of the rocks – fault and fold.
3. Describe the different types of fault and fold.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Types of Fault and Fold
C. Concepts:
There are three types of stress that causes the rocks to break or bend: tensional
(moving apart), compressional (collision) and shearing (sliding/ passing each
other)
1. Folding is the bending of rocks due to stress.
2. Faulting is the breaking of rock due to stress
a. Normal Fault - When a hanging wall moves down, a cliff face is formed,
called a “fault scarp.” All of the known faults in Indiana are normal faults.
b. Reverse Fault - The central hanging wall was pushed up relative to the
foot wall. Most of the faults in the Rocky Mountains are reverse faults.
c. Strike-Slip Fault -Lateral, or side-to-side, motion does not produce a
fault scarp but can create weaker areas of rock where fault blocks slide
past one another.
D. Materials:
Concept strips, diagram, illustrations
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Describing and Explaining
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Reflective
- Collaborative
Engage:
11
Do you know what stress is? What are the possible things that might happen to you
if you are always feeling stressed? In connection to rocks, do rocks encounter stress?
Why or why not?
Explore:
The learners will identify the different types of stress that cause the layers of rocks to
fold (bend) or to fault (break).
Explain:
1. What comes to your mind when you hear the word “stress?”
2. Could you give some concrete examples of stress that we experience?
3. How these different stresses are affecting our body – physically, mentally,
emotionally and even psychologically?
4. Are you familiar with stresses that affect the literally the volume and shape of the
earth’s crust?
5. Could you give one and describe how it affects the earth’s crust.
6. What are the different types of fault?
7. Describe each type of faults.
8. What is the difference between fold and fault?
9. Explain how geological features were formed i.e. mountain ranges, rift valleys, etc.
in connection to folds and faults.
Elaborate:
Stress in the earth’s crust is caused by forces pushing and pulling on it. The forces of
stress change the shape and volume of the crust and can cause it to move. Three
different types of stress are: compression, tension and shearing. Compression occurs
when the rocks are pushed together. This causes the rocks to become denser and smaller
in volume.
Tension pulls on the rocks causing them to stretch out. This causes the rocks to be
thinner so they increase in volume but decreases in density. Shearing pushes the rocks
in opposite directions causing the rocks to twist or break apart. Folds are created because
these types of stress. However, when these stresses are strong enough and cause
fractures or crack in rocks these lead to formation of faults.
Evaluate:
Direction: Read each statement carefully. Write “TRUE” if the statement is correct and
“FALSE” if the statement is incorrect.
1. Shearing is a type of stress that causes the rocks to slip and past each other. –
TRUE
2. Normal slip faults are produced by compressional stress. – FALSE
3. The anticline is a part of a fault that arcs upward. – FALSE
4. When enough stress is applied, faults are created. – TRUE
5. Folding of rocks are bending of rocks caused by compressional stress. – TRUE
12
6. The hanging wall is described as the portion of a fault block below the fault plane.
– FALSE
7. The type of stress that causes the rocks to push together or collide is the
compression. – TRUE
8. Reverse faults usually produced rift valleys. – FALSE
9. These are the three types of stress: normal, reverse and strike-slip. – FALSE
10. One good example of strike-slip fault is the San Andreas fault. – TRUE
13
Learning Code: S8ES-IIa-14
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Determine what type of fault and stress exists between each of the two plates in
the provided illustration.
2. Explain why most seismic activity occurs near the fault plane.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Activity - Types of Stress and Fault
C. Concepts:
There are three types of stress: compressional, tensional and shearing. There
are three types of faults: normal, reverse and strike-slip fault.
D. Materials:
Activity sheets, plate boundary map
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Describing and Explaining
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Collaborative
Engage:
What type of stress that creates normal faults? Reverse faults? Strike-slip faults?
Explore:
Procedure:
1. Look at Fig. 1 Global Lithospheric Plates’ Relative Motion.
2. Determine what type of plate boundary exists between each of the two plates in
Table 1.
3. Describe the type of stresses that occur at the plate boundaries in Table 1. Use the
three choices diagram below (Compressional, tensional and shearing).
14
Explain:
1. Where does the overwhelming amount of seismic activity occur on the Earth’s
surface?
2. What is the force that causes the lithospheric plates to slowly and constantly moving
resulting to faults and earthquakes?
Elaborate:
The teacher will give additional information about the plate boundary map of
lithospheric plates in connection to the types of stress and faults.
Evaluate:
The activity sheets of the students will be graded according to the provided scoring
rubrics.
15
Learning Code: S8ES-IIa-15
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Identify the effects of an earthquake (before, during and after).
2. Classify the identified effects of earthquake into the following categories:
a. short term (immediate) impacts
b. long term impacts
c. social impacts
d. economic impacts
e. environmental impacts
3. Enumerate the factors affecting the impact of an earthquake.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Effects of an Earthquake
C. Concepts:
The following are the effects of an earthquake:
1. Ground shaking
2. Ground rupture
3. Damage to man-made structures
4. Fires
5. Spill of hazardous chemicals
6. Radioactivity from damaged nuclear power plants
7. Soil liquefaction
8. Floodings
9. Tsunamis
10. Injury and loss of life
Earthquakes can destroy settlements and kill many people. Aftershocks can
cause even more damage to an area. It is possible to classify the impacts of an
earthquake, by taking the following factors into account:





short-term (immediate) impacts
long-term impacts
social impacts (the impact on people)
economic impacts (the impact on the wealth of an area)
environmental impacts (the impact on the landscape)
D. Materials:
LCD projector, laptop, diagrams and Illustrations
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
16
3. Hewitt, P. et al. Conceptual Physical Science Explorations
Website:
1. http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/earthq
uakes
F. Process Skills: Identifying, Recalling and Describing
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Reflective
- Collaborative
Engage:
In our previous lesson, we have learned what an earthquake is; a little information
about how it occurs; how it is detected and recorded; and how we measure the size and
strength of it. Now, let’s try to list down all the possible effects of an earthquake.
Explore:
Task No.1
With all the list down possible effects of an earthquake, construct a table in order to
categorize these effects under before, during and after an earthquake (some effects could
be listed more once).
Task No.2
Social impacts
Economic impacts
Environmental
impacts
Short-term
(immediate)
impacts
People may be
killed
or
injured.
Homes
may
be
destroyed. Transport
and
communication
links may be disrupted.
Water pipes may burst
and water supplies
may be contaminated.
Shops
and
business may be
destroyed.
Looting may
take
place. The damage to
transport
and
communication links
can
make
trade
difficult.
The built landscape
may be destroyed. Fires
can spread due to gas
pipe explosions. Fires
can damage areas of
woodland.
Landslides
may
occur. Tsunamis
may cause flooding in
coastal areas.
Long-term
impacts
Disease
may
spread. People may
have to be re-housed,
sometimes in refugee
camps.
The
cost
of
Important natural and
rebuilding
a human landmarks may
settlement is high. be lost.
Investment in the area
may be focused only
on
repairing
the
damage caused by
the
earthquake.
Income could be lost.
17
With the sample given, identify the listed effects of an earthquake whether of the
following: short term impacts, long term impact, social impacts, economic impacts and
environmental impacts.
Explain:
1. What are the possible effects of an earthquake that you have listed?
2. Give a brief description in each of the effects that you have listed.
3. Categorize the listed effects of an earthquake depending on its order of
occurrence: before, during and after an earthquake.
4. Identify the listed effects depending on its impact: short-term, long-term, social,
economic and environmental.
5. What seems to be the factors affecting the impact of an earthquake (these are
things that amplifies and worsen the impacts of an earthquake)?
Elaborate:
The teacher will explain and give additional information or insights in each of the
questions given in the explain phase.
Evaluate:
The activity of the learners in the explore phase will be graded based on the scoring
rubric:
1.
2.
3.
4.
Completeness (3 points)
Clarity/Relevance (3 points)
Structure (2 points)
Cleanliness and Neatness (2 points)
Learning Code: S8ES-IIa-15
18
I. Learning Objectives:
At the end of the lesson, 80% of the students should be able to:
1. Realize the attempts of the scientist to predict an occurrence of earthquake.
2. Describe the different methods of earthquake prediction.
3. Accomplish the reading material about the methods of earthquake prediction.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Methods of an Earthquake Prediction
C. Concepts:
Earthquake
prediction is
a
branch
of
the
science
of seismology concerned with the specification of the time, location,
and magnitude of future earthquakes within stated confidence limits but with
sufficient precision that a warning can be issued.
D. Materials:
Reading material, concept strips
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Identifying and Describing
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Inquiry based
- Collaborative
Engage:
Is it possible to predict the occurrences of an earthquake?
Explore:
The learners will receive a reading material from the teacher giving some information
about the methods of earthquake prediction.
Explain:
19
1. Based on the reading material, what is an earthquake prediction?
2. Give a short description and the accuracy of prediction of the methods given in the
reading materials. (Note: There are seven (7) methods of earthquake prediction.)
3. Which of the following methods in predicting an earthquake you think is the most
accurate and precise? Explain why.
4. Why is it important for scientist to identify when and where an earthquake will
occur?
5. In your own way, how are you going to prepare yourself and your family in case of
an occurrence of earthquake?
Elaborate:
The teacher will give additional information to students about the methods of
earthquake prediction.
Evaluate:
Scoring Rubric for the reading material:
1.
2.
3.
4.
Completeness (3 points)
Clarity/Relevance (3 points)
Structure (2 points)
Cleanliness and Neatness (2 points)
Learning Code: S8ES-IIb-16
I. Learning Objectives:
20
At the end of the lesson, 80% of the students should be able to:
1. Explain how tsunamis are generated.
2. Explain why tsunamis do not always occur even there is an earthquake.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Tsunami
C. Concepts:
Tsunami is a wave train or series of wave generated in a body of water by
an impulsive disturbance that vertically displaces the water column. Earthquakes,
landslides, volcanic eruptions, explosions, and even the impact of cosmic bodies,
such as meteorites, can generate tsunamis. Tsunami is a Japanese word with the
English translation, "harbor wave." Represented by two characters, the top
character, "tsu," means harbor, while the bottom character, "nami," means
"wave."In the past, tsunamis were sometimes referred to as "tidal waves" by the
general public, and as "seismic sea waves" by the scientific community.
D. Materials:
LCD Projector, extension cord, laptop
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Describing and Explaining
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Inquiry based
- Collaborative
Engage:
What is a tsunami? Is tsunami the same with tidal waves? Explain why.
Explore:
The teacher will provide 5 minutes to students in order to brainstorm and list down
their ideas about tsunami and tidal waves. The teacher will asked them to pair with other
classmates to talk about the similarities or differences between the two.
Explain:
1. What is a tsunami?
2. Explain how earthquakes generate tsunami.
21
3. Describe the damages that could be done when a tsunami strike to a certain place.
4. What preparations could we make in order to anticipate the damages brought by
a tsunami?
5. Describe some important events around the globe where a tsunami occurred.
Elaborate:
Earthquakes, landslides, volcanic eruptions, explosions, and even the impact of
cosmic bodies, such as meteorites, can generate tsunamis.Tsunami is a Japanese word
with the English translation, "harbor wave." Represented by two characters, the top
character, "tsu," means harbor, while the bottom character, "nami," means "wave." In the
past, tsunamis were sometimes referred to as "tidal waves" by the general public, and as
"seismic sea waves" by the scientific community.
Evaluate:
In a ½ crosswise, the learners will explain the similarities and difference between tidal
waves and tsunami.
Learning Code: S8ES-IIc-17
I. Learning Objectives:
22
At the end of the lesson, 80% of the students should be able to:
1. Determine how seismic waves are used by scientist to identify the layers of the
earth;
2. Understand how earthquakes occur and how it produce seismic waves; and
3. Describe the different layers of the earth.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Seismic Waves and the Layers of the Earth
C. Concepts:
All earthquakes create waves that travel though the Earth’s interior. Such
earthquake-generated waves are called seismic waves. During an earthquake,
energy is released within the Earth’s interior and radiates in all directions. This
ground movement is recorded on a machine called a seismograph. Seismographic
records provide map of the Earth’s interior. There are two types of seismic waves:
body waves, which travel through the Earth’s interior and surface waves, which
travel on Earth’s surface.
Body waves are further classified as either primary waves (P-waves) or
secondary waves (S-waves). Primary waves are longitudinal; they compress and
expand the rock as they move through it. They are the fastest of all seismic waves.
It can travel through any type of material – solid granite or magma or water or air.
Secondary waves are transverse. They vibrate the particles of their medium up
and down and side to side. It cannot move through fluids but only through solids.
There are also two types of surface waves: Rayleigh waves and Love waves.
Rayleigh waves move in an up-and-down motion, and love waves move in a sideto-side whip-like motion.
D. Materials:
LCP projector, laptop and extension cord
E. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
F. Process Skills: Identifying and Describing
G. Values Integration: Awareness
III. Learning Task
Pedagogical Approach Used:
- Collaborative
Engage:
23
What are the three (3) major layers of the earth? As the students answer the question,
the teacher will ask again the students: how are we able to determine these layers of the
earth? How can we be so sure that there is a core, mantle and the crust?
Explore:
In connection to the problem posed in the engage phase, the teacher will show an
illustration of the layers of the earth showing the following:
a. Crust
a.1 Continental Crust
a.2 Oceanic Crust
b. Mantle
b.1 Upper mantle
- Lithosphere
- Asthenosphere
b.2 Lower mantle
c. Core
c.1 Outer core
c.2 Inner core
The teacher will divide the class into small group in order to collaborate and brainstorm
how we are able to determine these layers of the earth.
Explain:
1. Describe how scientists were able to describe the layers of the earth.
2. Explain the importance of studying the seismic waves in determining the
materials of each of the interiors of the earth.
3. What is the relation of studying the variation in the velocity of the seismic waves
as it travels through the ground with the determine layers of the earth?
4. How would you explain the phenomena of earthquake that we experience in the
crust?
5. Why is the earth so restless?
Elaborate:
The teacher will expound and add information about the seismic waves: body waves
consists of primary waves and secondary waves and surface waves consists of Love
waves and Rayleigh waves.
A complete discussion will also be given on how scientist utilize the seismic waves in
determining the layers of the earth: Moho, Guttenberg and Lehman discontinuity.
Evaluate:
24
Direction: Read each question carefully. Write “True” if the statement is correct and
“False” if the statement is incorrect.
1. The two types of seismic waves are the body waves and surface waves.
2. The continental crust is made mostly of basalt and the oceanic crust is made up of
granite.
3. The crust of the earth is broken into many small pieces called plates.
4. Seismic waves are the waves of energy caused by sudden breaking of rocks within
the earth or an explosion.
5. Love waves are the fastest surface waves and moves the ground from side to side.
6. Tidal waves are waves of energy caused by sudden breaking of rocks
7. The thickest layers of the earth’s interior is the outer and inner core.
8. Convection current is the method of heat transfer from the hottest layer of the earth
– the core to the mantle.
9. The outer core is composed of solid iron and nickel.
10. The part of the mantle that is semi-fluid like an asphalt is the asthenosphere.
Topic/Task: Long Quiz - Earthquakes
Objectives:
At the end of the assessment, the student should be able to:
1. Answer all the given questions in the pre-test.
25
2. Identify their respective pre-test scores in the given assessment by checking the
test.
3. Familiarize themselves with the topics or concepts they find difficult to understand
and comprehend.
Materials:
Ball pen, filler (quiz notebook), long quiz paper
LEARNING TASK
Pedagogical Approach Used:
- Collaborative
Engage:
What topics about the earthquake, seismic waves, layers of the earth, types of stress
and fault and tsunami you find to be difficult to understand and learn?
Explain:
In order to identify those topics or concepts, the teacher as the facilitator will administer
the pre-test assessment to students to diagnose the learners of the lessons they find to
be difficult to understand and learn.
Evaluate:
1.
2.
3.
4.
5.
Giving of instruction before the pre-test examination.
Distribution of test.
Accomplishing the test.
Checking the test.
Recording the raw scores of the learners.
I.Learning Objectives
At the end of lesson, the student should be able to:
1. Relate themselves on the effects of a typhoon.
2. Identify some important terms to understand clearly
typhoons.
II. Subject Matter
A. Topic: Earth and Space
26
Subtopic: Typhoon
B. Concepts:
There are different classifications of weather disturbances:
tropical depression, tropical storm, typhoon and super typhoon.
C. Materials:
Reading article, pencil, reading material sheet
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: e-Physics
Website:www.philnews.com/2009/24a.htm
E. Process / Skills
Identifying, relating, classifying, defining, differentiating
F. Values Integration
Awareness of the effects of typhoon.
III. Learning Task
Engage:
What is a typhoon? What is the importance of studying the
formation of a typhoon?
Explore:
The teacher will provide an article about typhoon
‘Ondoy.’ The students will be instructed to read the article
and answer the guide questions about the incident
Explain:
1. What is the name of the typhoon that devastated Metro
Manila on September 27, 2009?
2. According to the article, ‘Ondoy’ started as a tropical
depression, what do you mean by the term tropical
depression?
3. For the past years, what are the changes our Philippine
climatologists have noticed about weather patterns?
4. What are the factors based on the article that have
amplified the effects of typhoon ‘Ondoy?’
5. In order to prevent the unfortunate scenario stated in the
article, what are the precautionary measures you need to
observe before, during and after a typhoon? Note:
Construct a table in answering the question.
Elaborate:
The teacher will provide a brief scenario of what happen during
typhoon Ondoy although “Ondoy” is not really considered as
typhoon but a tropical depression instead.
Evaluate:
In a one whole sheet of paper, write your own
experience of typhoon.
IV. Assignment
I.Learning Objectives
What is weather? How is it related to climate?
What is the role of PAGASA in times of weather disturbances?
At the end of lesson, the student should be able to:
27
1. Describe the difference between weather and climate.
2. Explain the general role of PAGASA in giving weather
forecast.
3. Familiarize with the terms used in giving a weather
forecast.
II. Subject Matter
A. Topic: Earth and Space
Subtopic: Weather and Climate
B. Concepts:
The PAGASA is a national institution tasked by the
government to monitor an provide typhoon warnings, public
weather forecasts and advisories, meteorological, astronomical,
climatological, and other specialized information and services
primarily for the protection of life and property an in support of
economic, productivity an sustainable development.
C. Materials:
Illustration, concept strips, diagram
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: e-Physics
E. Process Skills: Describing and explaining
F. Values Integration: Awareness
28
III. Learning Task
Engage:
What is the role of “Mang Tanny” and “Kuya Kim” in the
news that you see in the television? What is weather
forecasting? And what is its importance?
Explore:
The teacher will provide an activity about unlocking the terms
related to weather forecasting, weather and climate.
Explain:
1. What do the acronym PAGASA stand for?
2. What is the difference between weather and climate?
3. Explain the role of PAGASA in providing weather
updates.
4. What is the importance of providing accurate and precise
weather forecast?
5. Describe the following terms used in weather forecasting:
a. Fine weather or sunny h. squally
b. Fair weather
i. stormy weather
c. Warm
j. unsettled
d. Cold
k. rainy
e. Humid
l. Drizzle
f. Windy
m. Shower
g. Gusty
n. Thunderstorm
6. What are some of the weather instruments used in
weather forecasting?
Elaborate:
The teacher will provide additional information of the terms used
by PAGASA in giving a weather update or weather forecast.
Evaluate:
The class will divided into small groups. Each group will create
a video of their own giving a weather update or weather forecast.
The videos created will be shown on the designated date of the
teacher.
IV. Assignment
I.Learning Objectives
II. Subject Matter
At the end of lesson, the student should be able to:
1. Explain how an ITCZ is formed.
2. Describe the process in which ITCZ could lead to
develop a tropical cyclone.
A. Topic: Earth and Space
Subtopic: Inter tropical Convergence Zone
B. Concepts:
In the tropical region, the northeast and the southeast trade
winds flow toward the equator. Where these winds meet, a
narrow zone called the inter tropical convergence zone, or ITCZ
for short is formed.
C. Materials:
LCD projector, extension cord, laptop, illustration, concept
strips, and diagram
29
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: e-Physics
E.. Process Skills: Describing and explaining
III. Learning Task
IV. Assignment
I.Learning
Objectives
II. Subject Matter
F. Values Integration: Awareness on how ITCZ is formed.
Explore:
The students will watch a short video presentation about
intertropical convergence zone and how typhoons are usually
formed. Then, the teacher will ask some questions based on
the shown video.
Explain:
1. What type of wind usually blows in the tropical region at
the equator?
2. If the southeast and northeast trade winds meet, what
term is used to describe the narrow zone situated
between the two trade winds?
3. What will happen if the southeast trade winds are
warmer than northeast trade winds?
4. How about northeast trade winds warmer than southeast
trade winds?
5. Predict what will occur if these trade winds meet over the
ocean.
6. What force might have cause the circulation of the trade
winds at the equator that forms into a tropical cyclone?
7. In order to develop a tropical cyclone, what are the
factors that we need to consider?
Elaborate:
The teacher will provide additional information of the terms
used by PAGASA in giving a weather update or weather
forecast.
Evaluate:
A 10-item quiz about the inter tropical convergence zone will be
provided for the assessment of the students.
How is thunderstorm formed?
What are the stages of formation of thunderstorm?
At the end of lesson, the student should be able to:
1. Describe what and how thunderstorms were formed
based on the reading material.
2. Identify the different classification and stages of
formation of thunderstorms.
A. Topic: Earth and Space
Subtopic: Thunderstorm
B. Materials:
Reading material about thunderstorm
30
illustration, concept strips, and diagram
C. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: ePhysics
D. Process Skills: Describing and explaining
E. Values Integration: Awareness
III. Learning Task
Engage:
Are you familiar with lighting and thunder? Why is it a
usual phenomenon that when it rains there is a thunder and
lightning? Do you have any idea how lightning and thunders
are form?
Explore:
The teacher will provide an article about thunderstorms.
The students will be instructed to read the article and
answer the guide questions about the said topic.
Explain:
1. Provide a description of a thunderstorm.
2. Explain how thunderstorms are formed and give the
conditions needed for its formation.
3. Thunderstorms can be classified into different
types. What are those types of thunderstorm?
4. What are the instruments used by a meteorologist
to monitor formation of thunderstorm?
5. What do we mean the word “squall line?”
6. Enumerate the stages in which thunderstorms go
through.
7. What are the other phenomena or events brought
by a thunderstorm? Explain its devastating effects.
Elaborate:
The teacher will explain the reading material about the
thunderstorm and will process the answers given by the
students in the guide questions provided in the article.
Evaluate:
The reading material of the students will be graded
according to the provided scoring rubrics.
IV. Assignment
What is tropical cyclone?
How do tropical cyclone formed?
31
I.Learning
Objectives
II. Subject Matter
III. Learning Task
At the end of lesson, the student should be able to:
1. Explain briefly how tropical cyclones are formed.
2. Identify the different classification of tropical
cyclones.
A. Topic: Earth and Space
Subtopic: Formation of Tropical Cyclone
B. Concepts
A tropical cyclone is a rapidly-rotating storm system
characterized by a low-pressure
center, strong winds, and a spiral arrangement of
thunderstorms that produce heavy
rain.
C. Materials:
LCD projector, laptop and extension cord; illustration,
concepts and diagram
D. References:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: ePhysics
E. Process Skills: Describing and explaining
F. Values Integration: Awareness and preparation
whenever a cyclone will hit PAR.
Engage:
What are your ideas or insights about the description,
classification and effects/ impacts of a typhoon?
Explore:
The teacher will show a short video presentation about
the description and the formation of typhoon.
Explain:
1. What are tropical cyclones?
2. Where do they originate?
3. How are they formed?
a. Sea Surface Temperature
b. Presence of Inter tropical Convergence Zone
c. Existence of tropical disturbances
d. Weak vertical shear or light winds
4. What could be the basis of classifying tropical
cyclones?
5. List down the different classification of tropical
cyclone.
Elaborate:
The teacher will give more information about tropical
cyclone – its description, classification and formation.
Evaluate:
Direction: Read each statement carefully. Write “TRUE” if
the statement is correct and “FALSE” if the statement is
incorrect.
1. A tropical cyclone is a rapidly rotating storm
system characterized by a low-pressure center,
strong winds, and a spiral arrangement
of thunderstorms that produce heavy rain.
32
IV. Assignment
I.Learning
Objectives
II. Subject Matter
2. Tropical cyclone dies when they enter an
environment of warm, moist tropical air and leave
the environment of cool dry air.
3. In the northern hemisphere where the Philippines is
situated, winds circulate in a clockwise direction.
4. The term typhoonis used only in the northeastern
part of the Pacific Ocean. In the northwestern part
of the Pacific Ocean and in the northern part of the
Atlantic Ocean, the equivalent term is hurricane
5. The ITCZ plays an important role in the formation of
Tropical Cyclones as it delivers convergence of
Northeasterly & Southeasterly or Southwesterly
Trade winds.
6. 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.
7. The cool moist air from the sea is therefore the
main energy source for Tropical Cyclones.
8. A tropical cyclone could be categorized as a
“typhoon” if the average wind speed is from 110 to
200 kilometers per hour.
9. When the trade winds meet over an ocean north or
south of the equator, they may circulate due to the
rising updraft and descending downdraft.
10. A front has a cyclonic spin associated with it. If
winds aloft become favorable with little wind shear,
showers and storms could become more numerous
and cause a typhoon to form.
Answer Key:
1. True 2. False 3. False 4. False 5. True 6. True 7.
False 8. False 9. False 10. True
What is PAR
When can a tropical cyclone enter the PAR
At the end of lesson, the student should be able to:
1. Determine if a typhoon has entered the PAR with
given latitude and longitude.
2. Explain what is meant if a typhoon has entered the
PAR.
3. Plot the PAR
A. Topic: Earth and Space
Subtopic: Philippine Area of Responsibility
B. Concepts
PAGASA starts monitoring tropical cyclones even before
they enter the Philippine Area of Responsibility (PAR). But
everything shifts into high gear when the weather
disturbance is already inside the PAR. The PAR includes a
big area east of the Philippines because this is where most
tropical cyclones come from.
C. Materials:
Illustration, concepts and diagram, activity sheets
D. References:
1. Science Grade 8 – Learner’s Manual
33
III. Learning Task
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: ePhysics
E. Process Skills:
Describing, explaining, plotting, identifying,
defining
F. Values Integration: Awareness and preparation on
the possible effect of tropical cyclone.
Engage:
What do you mean by the acronym “PAR?” What is the
importance of determining the entrance and exit of
typhoon in the PAR?
Explore:
Using the given map, the
students will determine the
latitude and longitude given in
order to draw the boundary of
the Philippine Area of
Responsibility.
Explain:
1. If a typhoon is located at 15°N, 138°E, is it within
the PAR?
2. How about if the typhoon is at 19°N, 117°E, is it
inside the PAR?
3. Where did the tropical cyclones form? On land or in
the ocean?
4. What can you say about the temperature of the
bodies of water in the vicinity of the Philippines? Is
the water warm or cold?
5. Can you now explain why the Philippines is prone
to typhoons?
Elaborate:
The teacher will provide additional information about the
PAR and how PAGASA uses these boundaries in giving a
weather forecast.
Evaluate:
The students’ outputs will be graded according to
the provided scoring rubrics.
IV. Assignment
I.Learning
Objectives
When can we say is about to hit the PAR?
Study the data of typhoon Sendong.
At the end of lesson, the student should be able to:
1. Determine if your location is in the path of a tropical
cyclone, given the latitude and longitude position.
34
2. Explain why PAGASA regularly monitors when a
tropical cyclone is within PAR.
II. Subject Matter
A. Topic: Earth and Space
Subtopic: Tracking a Tropical Cyclone
B. Materials:
Illustration, concepts and diagram, activity sheets
C. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: ePhysics
D. Process Skills: Describing and explaining
E. Values Integration: Awareness on the possible effect
of a tropical cyclone.
III. Learning Task
Engage:
Do you know how PAGASA track a tropical cyclone?
Explore:
The students will accomplish the given activity sheet about
tracking a tropical cyclone (Sendong) using the given
latitudes and longitudes.
Explain:
1. Where did Sendong form?
2. When did Sendong enter the PAR?
3. When did Sendong leave the PAR?
4. In what direction did Sendong move?
5. Explain why PAGASA regularly monitors when a
tropical cyclone is within the PAR.
Elaborate:
The teacher will provide additional information about
tracking a tropical cyclone and how it is used to provide a
weather forecast.
Evaluate:
The students’ outputs will be graded according to the
provided scoring rubrics.
IV. Assignment
What is meant by PAR?
When can we say that a tropical cyclone enters PAR?
35
I.Learning
Objectives
II. Subject Matter
III. Learning Task
At the end of lesson, the student should be able to:
1. Determine if a typhoon has entered the PAR with
given latitude and longitude.
2. Explain what is meant if a typhoon has entered the
PAR.
A. Topic: Earth and Space
Subtopic: Philippine Area of Responsibility
B. Concepts
PAGASA starts monitoring tropical cyclones even before
they enter the Philippine Area of Responsibility (PAR). But
everything shifts into high gear when the weather
disturbance is already inside the PAR. The PAR includes a
big area east of the Philippines because this is where most
tropical cyclones come from.
C. Materials:
Illustration, concepts and diagram, activity sheets
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science
Explorations
4. Santos, G. et al. Science and Technology IV: ePhysics
E. Process Skills: Describing and explaining
F. Values Integration: Awareness
Engage:
What are the different convection cells and wind belts?
How it is related with the formation of tropical cyclone?
Explore:
The teacher will provide an activity for the learners to
accomplish. The activity focuses on the three cell model
and the winds. In this activity, the learners will have learned
the following:
a. Polar cell
d. Polar Easterlies
b. Ferrel cell
e. Westerlies
c. Hadley cell
f. Trade winds
Explain:
1. What type of wind usually blows in the tropical
region at the equator?
2. If the southeast and northeast trade winds meet,
what term is used to describe the narrow zone
situated between the two trade winds?
3. What will happen if the southeast trade winds are
warmer than northeast trade winds?
4. How about northeast trade winds warmer than
southeast trade winds?
36
5. Predict what will occur if these trade winds meet
over the ocean.
6. What force might have cause the circulation of the
trade winds at the equator that forms into a tropical
cyclone?
7. In order to develop a tropical cyclone, what are the
factors that we need to consider?
Elaborate:
The teacher will provide additional information about
tracking a tropical cyclone and how it is used to provide a
weather forecast.
Evaluate:
The students’ outputs will be graded according to the
provided scoring rubrics.
IV. Assignment
I.Learning
Objectives
II. Subject Matter
What are the effects of landforms and bodies of water in
typhoon?
At the end of lesson, the student should be able to:
1. Identify the landforms and bodies of water that
affects typhoon.
2. Appreciate the presence of landforms in scraping
off the moisture from wet air mass that enters the
Philippines
A. Topic: Earth and Space
Subtopic: Landforms and Bodies of Water that
affects typhoon
B. Concepts:
The presence of mountains, forests, and bodies of
water are factors why weather an climate in the Philippines
differ in four regions of the country.
C. Materials:
Projector, map of the Philippines
D. References:
Books:
Science Grade 8 – Learner’s Manual
Science Grade 8 – Teacher’s Guide
Science Links by Aquino et.al.
Science and Technology Worktext
E. Process / Skills
Identifying, relating, classifying, appreciating
F. Values Integration
Appreciate the existence of mountains and other
bodies of water that helps in weakening the typhoon.
III. Learning Task
Engage:
What are the benefits in living in mountainous
area?
Explore:
Philippine map will used in identifying
mountainous areas in the country.
37
Explain:
1. What are the particular regions in the country
that are prone to typhoon?
2. What are the regions that is seldom visited by
typhoon?
3. Describe the landmass of those regions that are
prone to typhoon.
4. What are their common features.
Elaborate:
Slide presentation on effects of land mass
and bodies of water to typhoon will be projected and
discussed.
Evaluate:
The students’ outputs/ answer will be graded
according to the provided scoring rubrics
IV. Assignment
What are the factors that contribute to the formation of
typhoon?
CONTENT: ASTEROIDS, COMETS & METEORS
CONTENT STANDARD:
The learner demonstrates understanding of characteristics of meteors, asteroids
and comets.
PERFORMANCE STANDARD:
The learner discusses whether or not beliefs and practices about comets and
meteors have scientific basis.
Learning Competency Code: S8ES-IIg-22
I. Learning objectives:
At the end of lesson, 80% the student should be able to:
1. Determine the basic differences about comets, asteroids and meteors.
2. Provide the answers to given questions in the article
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Article about Asteroids, Comets and Meteors
C. Materials:
Illustration, concepts and diagram, activity sheets
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
4. Santos, G. et al. Science and Technology IV: e-Physics
E. Process Skills: Describing and explaining
F. Values Integration: Awareness
III. Learning Task:
Pedagogical Approach Used:
38
*Inquiry based approach
*Collaborative
Engage:
Describe the features of an asteroid, comet and meteor.
Explore:
The teacher will provide an article about typhoon Asteroids, Comets and Meteors. The
students will be instructed to read the article and answer the guide questions about these
astronomical bodies.
Explain:
1. Define comet, meteor and asteroid.
2. Explain why human usually have a huge fear about comets and asteroids.
3. How comets and asteroids differ?
4. What is the name of the largest known asteroid? Where could it be found?
5. Describe the Kuiper belt and the Oort cloud. Cite their connections to comets.
Elaborate:
The teacher will provide additional information about asteroids, comets and meteors.
Evaluate:
The students’ outputs will be graded according to the provided scoring rubrics.
Learning Competency Code: S8ES-IIg-22
Learning objectives:
At the end of lesson,80% the student should be able to:
1. Describe the feature of an asteroids.
2. Give the two hypothesis of the existence of the asteroids in the main belt.
3. List down the names of some famous known asteroids.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Asteroids
C. Materials:
Illustration, concepts and diagram, LCD projector, extension cord and laptop
D. References:
Books:
1.
2.
3.
4.
Science Grade 8 – Learner’s Manual
Science Grade 8 – Teacher’s Guide
Hewitt, P. et al. Conceptual Physical Science Explorations
Santos, G. et al. Science and Technology IV: e-Physics
E. Process Skills: Describing and explaining
F. Values Integration: Awareness
III. Learning Task:
Pedagogical Approach Used:
*Collaborative Approach
39
Engage:
What is an asteroid? Where did they come from? Why do we need to study them?
Explore:
The teacher will provide some video clips about asteroids. Then, let the students
collaborate by pairs and talk about the description of the asteroid: their parts, their orbit
and implication to us.
Explain:
1. What are asteroids?
2. What are some historical accounts and/or beliefs about asteroids?
3. Identify the types of asteroids:
a. Carbonaceous type
b. Silicates type
c. Metal type
4. Cite some asteroids that have observed and studied by scientists.
5. What are the effects of an impact of asteroids on the earth’s surface?
Elaborate:
The teacher will give a discussion about asteroids using a powerpoint presentation.
Asteroids or planetoids are the small rocky objects in the Solar System. The largest
asteroid is Ceres, which is 933 kilometers (580 miles) across. The smallest asteroids
that we've observed in detail are only tens of meters in size, but there are probably a
great number of small rocks in space that are currently too small for us to detect.
Evaluate:
At the end of the power point presentation, a few questions will be given to students to
formatively assess their knowledge and concepts learned about asteroids.
Learning Competency Code: S8ES-IIh-23
I. Learning objectives:
At the end of lesson, the student should be able to:
1. Describe the feature of a comet.
2. Differentiate the short period comets and long period comets.
3. Give the list of some famous comets that pass through the Earth’s orbit.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Comets
C. Materials:
Illustration, concepts and diagram, LCD projector, extension cord and laptop
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. Hewitt, P. et al. Conceptual Physical Science Explorations
4. Santos, G. et al. Science and Technology IV: e-Physics
E. Process Skills: Describing and explaining
F. Values Integration: Awareness
40
III. Learning Task:
Pedagogical Approach Used
*Collaborative approach
Engage:
What is a comet? Where did they come from? Why do we need to study them?
Explore:
The teacher will provide some video clips about comets. Then, let the students
collaborate by pairs and talk about the description of the comets: their parts, their orbit
and implication to us.
Explain:
1. What are comets?
2. What are some historical accounts and/or beliefs about comets?
3. Identify the different parts of a comet.
a. Nucleus
b. Coma
c. Tail (Dust and Ion)
4. What is the difference between short-period and long-period comets?
5. Cite some famous comets that have observed and studied by scientists.
Elaborate:
The teacher will give a discussion about comets using a powerpoint presentation. The
parts of a comet are the following: the nucleus, essentially comprises the entire comet
when it is far from the sun; the coma, as comets approach the sun, solar energy
vaporizes the frozen gases producing a glowing head; and the comet tails, extension of
the coma could be classified as plasma tail, made up of ionized gas or dust tail, made
up of small solid particles.
Evaluate:
At the end of the power point presentation, a few questions will be given to students to
formatively assess their knowledge and concepts learned about comets.
Learning Competency Code: S8ES-IIh-23
I. Learning objectives:
At the end of lesson, 80% of the student should be able to:
1. Compare and contrast comet and asteroids using the Venn Diagram
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Differences Comets and Asteroids
C. Materials:
Activity sheet, concepts and diagram, pen
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D. References:
Books:
5.
6.
7.
8.
Science Grade 8 – Learner’s Manual
Science Grade 8 – Teacher’s Guide
Hewitt, P. et al. Conceptual Physical Science Explorations
Santos, G. et al. Science and Technology IV: e-Physics
E. Process Skills: identifying the similarities and diferences
F. Values Integration: Awareness
III. Learning Task:
Pedagogical Approach Used:
*Collaborative approach
Engage:
How will you compare a comet from an asteroids?
Explore:
The teacher will provide activity sheet of a Venn diagram. Then, let the students
collaborate by pairs in identifying the differences and or similarities between a comet
and asteroids.
See the attachment
Explain:
In terms of characteristics, how are the two similar? How are they differ?
Elaborate:
The teacher will give a discussion about comets and asteroids using a Venn diagram.
The characteristics of a comet are the following: made of frozen, ice gas and dust, have
long gas tail, have long dust tail, have a long ion tail,
Evaluate:
Students score in the activity, will show if they have achieved the objectives of the day.
Group activity Rubric
Indicators *activity sheet is answered neatly and legibly
*answered in time
*individually participated
*answers are complete
Scoring
5-all indicators are met
4-3 of the given indicators are present
3-2 of the given indicators are met
2-1 of the given indicators is manifested
1-no output
Learning Competency Code: S8ES-IIi-j-24
Learning objectives:
At the end of lesson, 80% of the student should be able to:
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1. Differentiate the several types of meteorites
2. Explain what makes up meteorites.
II. Subject Matter:
A. Topic: Earth and Space
B. Subtopic: Three Classification of meteorite
C. Materials:
LCD projector, extension wire, pen, activity sheet
D. References:
Books:
1. Science Grade 8 – Learner’s Manual
2. Science Grade 8 – Teacher’s Guide
3. https://skyschool.arizona.edu
E. Process Skills: Differentiating and explaining
F. Values Integration: Awareness
III. Learning Task:
*Collaborative
Engage:
The teacher will provide the students with information about group of meteorites based
on composition.
Explore:
The teacher will provide some video clips on some samples of meteorites and ask them
to determine which samples correspond with particular slides.
Explain:
1. What are the three types or groups of meteorites?
2. How are each sample correspond to each type of meteorites?
3. How are the samples similar or different?
Elaborate:
The teacher will give a discussion about the group of meteorite based on composition
provides clues about origin. There are three main groups: stony meteorites (e.g.,
chondrites and achondrites), iron meteorites, and stony-iron meteorites.
Chondrites have compositions similar to silicate rocks (e.g., granite) in the Earth’s crust,
but the spherical grains tell us that these rocks formed in space where gravity was not
present. They represent debris from our asteroid belt that never became part of a larger
planet.
Achondrites are stony meteorites with compositions similar to basalt. These meteorites
are thought to be broken off pieces of crust from the Moon, Mars, or large asteroids in
the asteroid belt. They are non-metallic, dark colored, and do not have spherical grains
Iron meteorites contain abundant metal (e.g., iron and nickel) and probably represent
the cores of asteroids and planetoids that were obliterated at some point in the history
of our solar system. These meteorites may also contain small amounts of dark green
mafic minerals (e.g., olivine). Scientists believe that the composition of these meteorites
is very similar to the composition of the Earth’s core. Iron meteorites are magnetic
Evaluate:
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At the end of the power point presentation, a few questions will be given to students to
formatively assess their knowledge and concepts learned about meteoroid, meteor and
meteorite.
Learning Competency Code: S8ES-IIi-j-24
Pedagogical Approach Used:
*Collaborative
Topic/Task: Long Quiz – Asteroids, Comets & Meteors
Objectives:
At the end of the assessment, the student should be able to:
1. Answer all the given questions in the pre-test.
2. Identify their respective pre-test scores in the given assessment by checking the
test.
3. Familiarize themselves with the topics or concepts they find difficult to
understand and comprehend.
Materials:
Ball pen, filler (quiz notebook), long quiz paper
III. Learning Task
Engage:
What topics about the asteroids, comets and meteors you find to be difficult to
understand and learn?
Explain:
In order to identify those topics or concepts, the teacher as the facilitator will administer
the pre-test assessment to students to diagnose the learners of the lessons they find to
be difficult to understand and learn.
Evaluate:
1.
2.
3.
4.
5.
Giving of instruction before the pre-test examination.
Distribution of test.
Accomplishing the test.
Checking the test.
Recording the raw scores of the learners.
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