8

SCIENCE
QUARTER 2 – MODULE 1

EARTHQUAKES and FAULTS

Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 1: Earthquakes and Faults
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the

Module Writers: Ma. Rhodora O. Machacon
Daneta Jean C. Realubin
Judith J. Paguyo
Editors: Arthur C. Fronda
Allan S. Guillermo
Reviewers: Allan S. Guillermo
Luisa M. Megote EdD
Jan Darrel A. Casuncad
Julie G. De
GuzmanEdD
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ii
 8

Science
QUARTER 2
Module 1: Earthquakes and
Faults
(Week 1, 2, and 3)
 What I Need to Know

It was learned from the previous grade levels that the country is located along
Pacific Ring of Fire. How does this affect us? People who live along the Ring of Fire
have to put up with earthquakes and volcanic eruptions.

This module will provide you information and activities that will help you learn
about earthquakes and how they occur. You will also learn about the relationship
between earthquakes and faults.
This module contains three lessons.
Lesson 1: What is a fault?
Lesson 2: Intensity and magnitude.
Lesson 3: What’s inside the Earth?
After going through this module, you are expected to:
MELC’s: Differentiate the intensity of an earthquake from its magnitude;
1. explain how movements along faults generate earthquakes, using
models or illustrations (S8ES-IIa-14);
2. differentiate the: (S8ES-IIa-15);
2.1. epicenter of an earthquake from its focus;
2.1. . intensity of an earthquake from its magnitude;
2.2. . active and inactive faults;
3. explain how earthquake waves provide information about
the interior of the earth. (S8ES-IIa-17)

1
 What I Know

Directions: Writethe letter of the correct answer. Use a separate sheet of paper for
your answers.
1. What is the break in the Earth’s crust?
A. Epicenter C. Fault Plane
B. Fault D. Focus
2. A vibration of the Earth due to rapid release of energy is known as .
A. earthquake C. tidal wave
B. land slide D. typhoon
3. What government agency is tasked to identify the intensity of earthquake in
the Philippines?
A. NDRRMC C. PAG-ASA
B. MMDA D. PHIVOLCS
4. What is the big wave that is produced by earthquake that originates under
the sea?
A. Flood C. Typhoon
B. Tsunami D. Volcanic Eruption
5. What intensity of the earthquake based on PHIVOLCS Earthquake Intensity
Scale is slightly felt?
A. Intensity I C. Intensity III
B. Intensity II D. Intensity IV
6. Why is Philippines prone to earthquakes? The Philippines is prone
to earthquakes because it is located along the .
A. equator C. prime meridian
B. Pacific ocean D. Pacific ring of fire
7. What is the spot directly above the focus on the surface of the Earth?
A. Epicenter C. Focus
B. Fault D. Fault Plane
8. Where do fault begins to slip?
A. Epicenter C. Focus
B. Fault D. Fault plane
9. Which of the following statements is NOT TRUE about an Earthquake?
A. Earthquake was caused by movement along the fault
B. Earthquakes have caused countless deaths all over the world.
C. Earthquake with a magnitude of 2 can cause severe damages
D. Earthquake is a vibration of the Earth due to the rapid release of
energy
10. Which of the following differentiates intensity from magnitude.
Magnitude is .
A. expressed using roman numerals.
B. expressed in Hindu-Arabic numerals
C. measure of how strong an earthquake is.
D. an instrument that measures earthquake.
11. Why does an earthquake occur? Earthquake occurs
because .
A. a fault suddenly moves.
B. the earth is hit by a meteor.
C. superman is shaking the earth.
D. crust moves as the Earth rotates on its axis.
12. How do faults produce earthquake?
A. Magma and lava cause the ground to spread producing faults.
B. Tectonic plates collide forming volcanoes and causing earthquakes.
C. Molten rock materials accumulate and go out along the
fault producing earthquake.
D. Energy from inside the Earth makes the ground move, once
friction is overcome, a fault slips producing earthquake.
13. When an earthquake occurs, where would the shaking be
greater?
A. At the focus
B. At the epicenter
C. At the fault plane
D. Away from the epicenter
14. How does earthquake wave give us pictureof the interior of the Earth?
A. By identifying the epicenter of earthquakes.
B. By taking photographs of crust, mantle and core.
C. By identifying which part of the Earth has the greatest destruction
during earthquake.
D. By studying the behavior of earthquake waves as it passe through the
different layers of the Earth.
15. When does tsunami happen?
A. If a meteor hits the ocean.
B. When the typhoon is so strong.
C. When huge water animals make big waves.
D. If a fault suddenly moves in a body of water.
 Lesson

1 What is a Fault?

What’s In

On July 16, 1990, a strong earthquake hit Luzon. Have you heard about it?
Maybe not, because it happened before you were born. But if your parents are from
Luzon, they surely know about the earthquake. It is possible that they were even
affected by it.
During that earthquake, many people lost their lives and many more were
injured. A lot of buildings and other structures were either damaged or destroyed.
The earthquake had a magnitude of 7.8 and its epicenter was located in Nueva
Ecija. According to scientists, the earthquake was caused by movement along the
Philippine Fault. Earthquakes are associated with faults. When a fault suddenly
moves, an earthquake occurs. Do you know what a fault is? Do the succeeding
activity to find out.

Fig.1. Part of the

Philippine Fault System

Manila Bulletin.
(2017,May 22).Map of the
Philippine Fault.
Retrieved from
https://newsbits.mb.com
.ph/2 017/05/21/map-
of-the- philippine-fault-
 What’s New

Strong earthquakes have caused countless deaths all over the world, even
before people have started recording these events. No wonder scientists have been
working very hard to find a way to predict when an earthquake occurs.

Activity 1.1 It’s Nobody’s FAULT

After performing this activity, you should be able to:
1. describe the appearance of a fault; and
2. explain how a fault form.

What you need:

 Two sheets of paper or cardboard

 Sand or soil
 Stick
What you have to do:
1. Lay the two sheets of paper or cardboard on the ground.
2. Pour sand or soil along the boundary of the two sheets.
3. Use stick to flatten the top of the sand or soil and make two parallel lines.
4. Move the sheets slowly in upward and downward direction respectively.
5. Observe what happens.
6. Clean the area after the activity.

Set-up 1 Set-up 2
Guide Questions:
1. As you move the sheets, what is formed in the sand or soil?

2. What happens to the two lines?

Figure 2. Can you spot the fault? (Image courtesy of

open.oregonstate.education taken during the Philippine earthquake in 1990
retrieved from google.com/search on Aug. 28, 2019).

3. Do you see anything unusual in the figure above?

4. Compare what you see in the picture and what you saw in the activity. Do
you see anything similar?
 What is It

What did you observe in the previous activity? Did you find cracks or gaps on
the surface of Earth? Have you ever wondered how this could be happened?

The ring of fire is composed a series of interconnected seismic plates that

cause earthquakes and volcanic eruptions. The country sits on the Philippine plate,
which is sandwiched by the Pacific Plate and Indian Plate.

Earthquakes are the result of the sudden release of energy that comes from
stress on rock beneath the earth’s surface. Rocks can bend and become deformed in
response to stress, but there are limits as to how much stress rock can take before
it fractures. When it does fracture, the sudden movement of blocks of rocks
produces vibrations that move out as waves throughout the Earth. These vibrations
are called seismic waves. It is strong seismic waves that people feel as a shaking,
quaking, or vibrating during an earthquake.

Seismic waves are generated when a huge mass of rock breaks and slides into
different position. As you have learned from previous activity, the plane between two
rock masses that have moved into new relative positions is called a fault. Major
earthquakes occur along existing fault planes or when there is displacement of one
side relative to the other.

What’s More

In the following activity, you will learn how earthquakes are related to faults.

Activity 1.2: Stick ‘n’ slip

Objectives:
After performing this activity, you should be able to:
1. explain how faults generate earthquakes; and
2. explain why not all movement along faults produces earthquakes

Directions:
1. Construct the stick ‘n’ slip model a day before the activity.
 2. Place the boxes side by side. Put a toy house on the box with the rubber band.
Tape the two boxes lightly. Do not stick the tape on the boxes too much. The
tape should mean to come off.
3. With your left hand, hold the box in place and the other hand, slowly
pulling the rubber band in downward direction.

Figure 3 Figure 4
Figures 3 and 4. Stick ‘n’ slip models of Grade 8. Photo credits to
Ma. Rhodora O. Machacon

Figure 5 Figure 6
Figure 5 and 6. Learners exploring the stick ‘n’ slip model.
Photo credits to Ma. Rhodora O. Machacon on August 29, 2019.
Guide questions:

1. What happens to the rubber band?

2. Keep pulling the rubber band. What happens to the box attached to the
rubber band?
3. What happens to the house?
4. Which is the “fault” in thesetup?
5. Which is the ground?
6. The tape represents the friction. What happens when the friction is removed?
7. Explain the stick ‘n’ slip process. What happens when a fault slip?

What I Have Learned

Directions: Read the statement carefully and identify the correct words that fit in
the given sentences inside the box. Write your answer on a separate sheet.

fault fault plane epicenter

fault line focus earthquake

1. The vibration of earth due to rapid release of energy.

2. A break in a rock along which movement has occurred.
3. The trace of the fault on the surface of the Earth.
4. This is where fault slip or fault movement happens.
5. The place where the fault begins to slip.
6. The point on the earth’s surface vertically above the focus of an earthquake.
 What I Can Do

Now that you know the relationship between faults and earthquakes, it is time
to get to know the meaning of terms used when earthquake is reported in the news

Activity 1.3: The origin of earthquake: Deep within

Objectives:
After performing the activity, you should be able to:
1. differentiate focus from epicenter; and
2. demonstrate how movement along faults affect the surroundings.
Procedure:
1. Construct the fault model using the photocopied material. Paste on a
cardboard to make it stiffer.

2. Assemble fault model A as a guide in constructing fault model B.

3. Color the fault model using the coloring key.

4. Locate the focus, epicenter, fault line, and fault plane of the fault
model.
Figure 7. Fault Model A
Figure 8. Model B
 Lesson

2 Intensity and Magnitude

What’s In

Figure 1. Seismograph Belish

Seismograph Records an
Earthquake on the sheet of
measuring paper. Retrieved
from
https://www.shutterstock.co
m/image-
photo/seismograph-records-
earthquake-on-sheet-
measuring- 592461770.
Retrieved on August 29,2019.

The Philippines, is seismically active region, experiences about five earthquakes

a day. Many of these are so weak that they pass unnoticed. Some, however are so
strong that they cause much destruction and loss of life.

In order to communicate information about the severity of an observable earthquakes

effect, its intensity and magnitude are measured. Seismograph is an instrument used
to record the motion of earthquake waves.
 What’s New
An active fault is one that has moved in the past and is expected to
move again. Put in another way, an active fault has generated
earthquakes before and is capable of causing more in the future.

Scientists use different ways to find out if fault is active. One is by checking
the country’s historical records. Historians always write about destructive events
such as earthquakes. Another is by studying the vibrations, past and present, that
from faults. Still another way is by observing the surroundings.

© JUN VENERACION Huge cracks in the ground are seen in a remote farming
village in Lemery, Batangas on Nov. 3, 2020 after the onslaught of Typhoon Rolly.
The biggest fissure is about 12 meters long, 6 meters deep and 3 meters wide, per
the Municipal Engineering Office of Lemery.

https://www.msn.com/en-ph/news/national/huge-cracks-in-the-ground-
found-in-batangas-town/ar-BB1aEfHq
 What is It

Existing cracks near Taal Volcano; Bohol earthquake in the Philippines

January 17, 2020. https;//images.app.goo.gl/ (2013). bbc.com
x6fv7vcqDARnkh7JS6

An earthquake may be described in two ways: intensity and magnitude. The

intensity of an earthquake gives us an idea of how strong or weak the shaking
is. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) uses the
following scale to describe the intensity of earthquakes in the Philippines.

The intensity of an earthquake is determined by observing the effects of the

earthquake in different places. Houses, buildings, and other structures are
inspected. People are interviewed about what they saw, how they felt, or what they
did.

Another way of describing the strength of an earthquake is by magnitude.

Recall that as rocks bend along fault, energy is stored little by little. When the rocks
suddenly snap, the stored energy is released.

The released energy can be calculated by scientists and is called the

magnitude of the earthquake Obviously, the greater the magnitude, the stronger
the earthquake is. To distinguish the two, intensity is expressed using Roman
numerals (l, ll, lll) while magnitude uses Hindu-Arabic numerals (2, 3, 4)
 What’s More

Activity 2.1: Find a Place for Me

Directions:

1. Study the pictures shown in the next page.

2. Label each picture with the corresponding level of intensity based on table.

INTENSITY DESCRIPTION

SCALE
Scarcely Perceptible. Delicately balanced objects are
I disturbed slightly. Still water in containers oscillates
slowly.
Slightly Felt. Hanging objects swing slightly. Still water
II in containers oscillates noticeably.
Weak. Felt by many people indoors especially in upper
III floors of
buildings. Dizziness and nausea are experienced by some
people
Moderately Strong. Felt generally by people indoors and
IV by some people outdoors. Dinners, plates, glasses,
windows, and doors rattle. Rumbling sound may
sometimes be heard.
V Strong. Some are frightened, some run outdoors, Strong
shaking and rocking felt throughout the building.
VI Very Strong. Many people are frightened; many run
outdoors. Some people lose their balance. Heavy objects
or furniture move or maybe shifted.
VII Destructive. People find it difficult to stand in upper
floors. Heavy objects and furniture overturn or topple.
Big church bells may ring. Old or poorly-built structures
suffer considerable damage. Limited liquefaction, lateral
spreading, and landslides are observed.
VIII Very Destructive. People find it difficult to stand even
outdoors. Many well-built buildings are considerably
damaged.
IX Devastating. People are forcibly thrown to ground.
Many cries and shake with fear. Most buildings are
totally damaged. Bridges and elevated concrete
structures are toppled or destroyed.
X Completely Devastating. Practically all human-made
structures are destroyed. Massive landslides and
liquefaction, large scale subsidence and uplifting of
landforms, and many ground fissures are observed
1 2

3 4

5 6

7 8

10
 What I Have Learned

Now, do the following thought exercise. Answer briefly the following questions.
1. When an earthquake occurs, where would shaking be greater? Near the
epicenter or away from the epicenter?
2. Where would damage be more? Near the epicenter or away from the
epicenter?
3. Based on your answers to questions 1 and 2, where would the intensity
be higher? Near the epicenter or away from the epicenter?

What I Can Do

Activity 2.2: What Should I Do?

Directions: Write in the table what should you do during and after an earthquake.
Pick your answer from choices below.
I should…. I should not……

 Don’t panic.
 Find a way out.
 Keep distance from buildings.
 Go inside the house.
 Get out fast.
 Go sightseeing in the area.
 Hide under a stable and strong object like table.
 Call a member of the family after escaping from the house.
 Go to assembly area.
 Drop cover and hold.

Additional Activities

There are several videos that will help you go through understanding the
concept of earthquake. Here is some link in the internet that you can easily access.
https://www.youtube.com/watch?v=8SzVJM8fk&fature=share
https://earthquake.usgs.gov.
 Lesson

3 What’s inside the Earth?

What’s In

We often think of earthquakes as something harmful and the reason is

obvious. However, earthquakes help scientists figure out what is inside the
Earth. How? As you know by now, when a fault suddenly moves, an earthquake
is generated.

What is It
The shaking starts from the focus and then it spreads out. You can get an
idea of how this happens by throwing a pebble into a pond. See the ripples
that move out in circles? The vibrations from the focus are something like
that.
The vibrations are more properly called seismic waves. As seismic waves
travel through the body of the Earth, they behave in different ways,
depending on what they encounter along the way.
For example, as seismic waves travel deeper into the crust, they speed up.
That means that the outer core is liquid. At certain depths, the waves are
reflected and refracted (bent). That means the Earth must be layered.
Thus, earthquake waves give us a picture of the Earth’s
interior, the way an “ultrasound” provides an image of a baby inside the
womb. Therefore, scientists know a bit about the interior of our home
planet, even if no one has gone that deep into the Earth yet.
 Figure 1. How
an Earthquake Travels Around the
Earth
Aayesha Arif.(2017).Wonderful
Engineering.
Retrieved from

https://wonderfulengineering.com/earth
quak e-travel-around-earth/amp/ .
Retrieved on June 29. 2020.

What’s More

Activity 3.1: Draw me close to you

Objectives:
1. describe the behavior of the seismic waves; and
2. explain how seismic waves are used to give information about the
interior of the earth.

Directions:

1. Label the illustration below:

A. Layers of the Earth ( Crust, Mantle, Core)
B. Seismic Waves (Use the designated color for each
seismic waves)
P Waves - Red

S Waves – Blue

Guide Questions:
1. What layer/s of the earth can P waves travel through?

2. What layer/s of the earth can S waves travel through?

3. Why does surface wave said to be the most destructive type of seismic wave?

What I Have Learned

Did you ever experience a strong magnitude earthquake? What should be

done if you were inside the house, building, or along the road? Make a list on what
to do in the following situations.

 What to do before an earthquake?

 What to do during an earthquake?
 What to do after an earthquake?

What I Can Do

Directions: Create a poster or slogan in relation to disaster preparedness

during an earthquake.

The rubrics below will be use in the scoring of the output. (10 points)

Score 5 4 3 2
Criteria
Relevance to Poster/Slogan is Poster/Slogan Poster/Slogan Poster/Slogan is
the topic exceptionally shows relevance but does not not clear and
related to the to the topic. support the does not
topic. topic. support the
Images on the Some images Quite topic.
poster are all may not be presentable. Poster details
relevant to the related to the are irrelevant to
topic. topic. the topic.
Neatness of Neat and Presentable with Quite Poor color
work attractive with good color presentable combination
exceptional combination. with acceptable and messy.
color color
combination. combination
and a little bit
messy.
 Assessment

Directions: Write the letter of the correct answer. Use a separate sheet of paper for
your answers.
1. What is the break in the Earth’s crust that can produce Earthquake?
A. Epicenter C. Focus
B. Fault D. Fault Plane
2. What is the vibration of the Earth due to rapid release of energy?
A. Earthquake C. Tidal wave
B. Land Slide D. Typhoon
3. is the government agency that is tasked to identify the
intensity of earthquake in the Philippines.
A. MMDA C. PAG-ASA
B. NDRRMC D. PHIVOLCS
4. Earthquake under the sea produces a big wave called .
A. flood C. typhoon
B. tsunami D. volcanic eruption
5. What intensity of the earthquake based on PHIVOLCS Earthquake
Intensity Scale practically all man-made structures are destroyed?
A. Intensity II C. Intensity IX
B. Intensity IV D. Intensity X
6. The Philippines is prone to Earthquake since it is located in .
A. equator C. prime meridian
B. Pacific Ocean D. Pacific Ring of Fire
7. The spot directly above the focus on the surface of the Earth is .
A. epicenter C. focus
B. fault D. fault plane
8. Faults begin to slip in .
A. epicenter C. focus
B. fault D. fault plane
9. Which is true about Earthquake?
A. Earthquake is due to the flow of the waves.

B. Earthquake was caused by movement along the fault

C. Earthquakes don’t affect the environment and the people.

D. Earthquake with a magnitude of 2 can cause severe damages.

10. Which of the following differentiates magnitude from intensity?
Intensity is .
A. expressed using roman numerals.

B. expressed in Hindu-Arabic numerals.

C. an instrument that measures earthquake.

D. a measure of how strong an earthquake is.

11. When does an earthquake occur?

A. A fault suddenly moves.

B. The earth is hit by a meteor.

C. Superman is shaking the earth.

D. Crust moves as the Earth rotates on its axis.

12. How can a fault produce an Earthquake?

A. Tectonic plates collide forming volcanoes and causing

earthquakes.
B. Magma and lava cause the ground to spread producing faults.
C. Molten rock materials accumulate and go out along the fault
producing earthquake.
D. Energy from inside the Earth makes the ground move, once friction
is overcome, a fault slips producing earthquake
13. Where does shaking be greater?

A. At the focus C. At the fault plane

B. At the epicenter D. Away from the epicenter
14. How do scientists picture the interior of the Earth?
A. By identifying the epicenter of earthquakes.
B. By taking photographs of crust, mantle and core.
C. By studying the behavior of earthquake waves as it
passes through the different layers of the Earth.
D. By identifying which part of the Earth has the greatest
destruction during earthquake.
15. Tsunami happens when .
A. the typhoon is so strong.

B. a meteor hits the ocean.

C. huge water animals make big waves.

D. a fault suddenly moves in a body of water.

Answer Key
 Answer Key

Lesson 1

What I Have Learned

1. Earthquake 3. Fault line 5. Focus

2. Fault 4. Fault plane 6. Epicenter

What I can do: Activity 1.3

 Learners have varied outputs.

Lesson 2: Intensity and Magnitude

Activity 2.1: Find a Place for Me
1. Intensity II
2. Intensity III 6. Intensity V
3. Intensity VIII 7. Intensity I
4. Intensity X 8. Intensity IV
5. Intensity IX 9. Intensity VI
10. Intensity VII

What I Have Learned:

1. The shaking would be greater near the epicenter.
2. More damage would be near the epicenter.
3. The intensity would be higher near the epicenter.
What I Can Do:
I should….. I should not……

 Don’t panic. * Go inside the house.

 Find a way out. * Go sightseeing in the area.
 Keep distance from buildings.
 Get out fast.
 Hide under a stable and strong object like table.
 Call a member of the family after escaping from the house.
 Go to assembly area.
 Drop, cover, and hold.
Lesson 3: What’s inside the Earth?

Activity 3.1. Draw me close to you

1. P-waves can pass or travel through mantle and core.
2. S-waves can pass through crust and mantle.
3. Surface waves are more dangerous because they have greater amplitude and
produce vertical and horizontal motion of the ground surface.
What I Have Learned:

 Answers of students may vary

 SUMMATIVE EVALUATION
LEARNING ACTIVITY SHEETS (Week 1)
LESSON 1: What is a Fault?

Title of the Activity: CROSSWORD PUZZLE

Most Essential Learning Competency: Using models or illustrations,
explain how movements along faults generate earthquakes.
K to 12 BEC CG: S8ES-IIa-14
Directions: Solve the crossword puzzle by filling in the correct
word/terms. Refer to the clues. One (1) point for each correct answer.

2 4

3 7

5 6

Down
Across
1. The spot directly above the focus on the surface of the Earth
A phenomenon that occurs when a fault suddenly moves
4. It can be caused by sudden pushfrom a fault in the sea or ocean.
It tells how strong or weak the earthquake is.
These are vibrations from an earthquake
The energy released during an earthquake
It is a fault that has moved in the past and is expected to move again.
5.Monitors earthquakes in the country
8.A break in the Earth’s
crust
 LEARNING ACTIVITY SHEETS (Week 1)
LESSON 1: What is a Fault?

Title of the Activity: KNOW MORE ABOUT FAULTS AND

EARTHQUAKE Most Essential Learning Competency: Using models
or illustrations, explain how movements along faults generate earthquakes.
K to 12 BEC CG: S8ES-IIa-14
Direction: Using the different pictures of earthquake faults, predict and
explain what will happen to houses, buildings, structures and the
surroundings if the fault will move or if an earthquake occurs. The pictures
are retrieved from http://www.geologypage.com/2017/10/three-main-
types-faults.html on May 19, 2020.

Kinds of Fault Predict Explain

Rubrics for Giving Score: Ten (10 points)

Score 5 4 3 2
Criteria
For Learner Learner has Learner Learner
prediction provided the idea on cannot clearly provided an
sufficient what will visualize what insufficient
answers. happen. will happen. answer
For Learner The Learner has Learner has no
explanation explained well explanation limited knowledge
about the lacked a few knowledge about the
phenomenon. details, but about the phenomenon,
has the idea phenomenon. but given an
about the answer.
phenomenon.

26
27
 SUMMATIVE EVALUATION
LEARNING ACTIVITY SHEETS (Week 2)
LESSON 2: Intensity and Magnitude

Title of the Activity: MAKE IT CORRECT

Most Essential Learning Competency: Differentiate the epicenter of an
earthquake from its focus. K to 12 BEC CG: S8ES-IIa15

Directions: Write TRUE on the blank if the statement is correct.

If the statement is false, change the underlined word to make the
statement correct. Use a separate sheet of paper for your answers.

1. The epicenter is the point directly above the focus.

2. Structures farther from the epicenter experience more
shaking and damage.
3. The earthquake ends at the epicenter.
4. The epicenter of an earthquake is the point on the
underground where rocks begin to move.
5. Shallow focus causes more damage.

Title of the Activity: BELIEVE IT OR NOT!

Most Essential Learning Competency:Differentiate the intensity of
an earthquake from its magnitude.
K to 12 BEC CG: S8ES-IIa-15
Directions: Write YES if the statement is correct, and write NO if
it is wrong in the column opposite each given statement. Use a
separate sheet of paper for your answers.

No Statements YES or NO
.
1 PHILVOLCS stands for Philippine
Institute of Volcanology and Seismology.
2 Magnitude is determined from
measurements in seismographs.
3 Magnitude measures the energy released
at the source of the earthquake.
4 Intensity is expressed in Hindu Arabic.
5 Intensity II is capable of destroying all
man-made structures.
6 Intensity is determined from effects on
people, human structures, and the
natural environment.
 7 People are interviewed and buildings are
inspected to determine intensity.

8 Ben was sitting in front of the television

when he suddenly felt an earthquake
which vibration is like one passing of a
heavy truck. Ben thought that he felt
Intensity XI.
9 When an earthquake happens, the
effects are greater in the areas away
from the focus.
10 Intensity X is capable of destroying all
man-made structures.

Title of the Activity: FAULTS MOTION!

Most Essential Learning Competency: Differentiate active and
inactive fault.
K to 12 BEC CG: S8ES-IIa-15
Directions: Using the given organizer below, write the necessary
information to complete the concept about active and inactive
faults. Use a separate sheet of paper for your answers.
Faults are considered to be active if they have moved one or
more times in at least 10,000 years. Active faults are structure along which
we expect displacement to occur. Inactive faults are structures that we can
identify but which do not have earthquakes. There are five major active faults
in the Philippines: the Central Philippine Fault, Marikina Valley Fault,
Western Philippine Fault, Eastern Philippine Fault, and Southern of
Mindanao Fault.

Fault is (1)

2. 3.

5. Definition/Characteristic
4. Definition/Characteristic

Examples:

6. 7. 8. 9. 10.
 SUMMATIVE EVALUATION
LEARNING ACTIVITY SHEETS (Week 3)
LESSON 3: What’s inside the Earth?

Title of the Activity: WAVE WAVE – INTO THE EARTH

Most Essential Learning Competency: Explain how earthquake waves
provide information about the interior of the earth.
K to 12 BEC CG: S8ES-IIc-17

Directions: Read the text below and complete the table by filling
in the missing details. Then, answer the questions that follow. Use
a separate sheet of paper for your answers.

Seismic waves are known as earthquake waves. There are types of

seismic waves: Primary waves, Secondary waves and Surface waves. Primary
waves (also called P-waves) travel the fastest of all the waves. They are unique
in the aspect that they travel through all states of matter – solid, liquid, and
gas. P-waves are considered push-pull waves. They push and pull the rock on
the contrary, secondary waves (also called as S-waves) are not as fast as P-
waves. They cannot travel through liquid or gas. S-waves travel in a side-to-
side motion. Surface waves (also called as L-waves) are the slowest wave. They
move along the earth’s surface similar to the way waves travel in the ocean,
up and down. They are the most destructive wave because of the damage they
create directly on to the earth’s surface. As the waves reach the core, one kind
of seismic wave (S-wave) disappears. That means that the outer core is liquid.

Seismic Wave Another Name Speed Type of Material Motion

it travels
Primary Wave 1. 2. Solid, Liquid 3.
and Gas
4. S-wave Average 5. 6.
speed
7. L-wave 8. Earth’s Surface Up and down

Questions:
1. What type of wave that cannot travel through liquid and gas? Explain
briefly.

2. Why is surface wave the most destructive type of seismic wave?

References
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
science/continuum/Pages/environment.aspx
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9&set=a.262702867111750&source=43
BOOK:
Project Ease (Effective and Alternative Secondary Education) Integrated Science I
Module 10 p. 6, Department of Education DepED Complex, Meralco Avenue Pasig
City