Science+8+2nd+quarter+learning+activities

CAMARINES NORTE COLLEGE Junior High School Department Labo, Camarines Norte S.Y. 2020-2021

SCIENCE 8 SECOND QUARTER

Content Standards: The learners demonstrate an understanding of: the relationship between faults and earthquakes the formation of typhoons and their movement within the PAR the characteristics of comets, meteors, and asteroids

Performance Standards: The learners shall be able to: make an emergency plan and prepare an emergency kit for use at home and in school demonstrate precautionary measures before, during and after a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in charge discuss whether or not beliefs and practices about comets, meteors, and asteroids

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8

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Week

Lesson

Activities to be Submitted

Title

Module 6: Earthquakes and Faults Week 1

Lesson 1-2

Relationship Between Faults and Earthquakes; Active Faults in the Philippines

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Identification Modified True or False

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Identification Earthquake Preparedness Check Your Understanding

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Classification Modified True or False

Week 2

Lesson 3

How Damaging Can an Earthquake Be?

Week 3

Lesson 4

How Earthquake Waves Provide Information About the Interior of the Earth

Week 4

2nd Preliminary Examination

Module 7: Understanding Typhoons Week 5

Lesson 1-2

Tropical Cyclones; Why is the Philippines Prone to Typhoons?

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Identification Modified True or False Answer This

Week 6

Lesson 3

How Landforms and Bodies of Water Affect Typhoons?

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Where I See? Typhoon Trackers Concept Evaluation I and II

Module 8: Beyond the Earth Week 7 Week 8

Other Members of The Solar System

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Classification Post Task

2nd Departmental Examination

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Module 6: Earthquakes and Faults Billions of years have already passed, but some things remain constant. We continue to witness and experience activities that naturally transpire and have become part of our existence as residents on Earth. Occurrence of the different natural phenomena only shows that Earth is a dynamic planet. Earth’s nature and composition, along with other factors and forces are unstoppable, and just like earthquake, we cannot stop them but just become aware of them. In this module you will know the what, how and why’s of earthquake. It has four lessons, namely: Lesson 1 Lesson 2

Relationship Between Faults and Earthquakes (Week 1-2) Active Faults in the Philippines (Week 1-2)

Lesson 3

How Damaging Can an Earthquake Be? (Week 3)

Lesson 4

How Earthquake Waves Provide Information About the Interior of the Earth (Week)

What are you expected to learn? After going through this module, you are expected to: 1. explain how movements along faults generate earthquakes using models or illustration. (S8ESIIa14) 2. differentiate active and inactive faults. (S8ES-IIa15) 3. differentiate the epicenter of an earthquake from its focus and intensity of an earthquake from its magnitude (S8ES-IIa15) 4. explain how earthquake waves provide information about the interior of the Earth. (S8ES-IIc17) 1.

What to do before? (Pretest) Try to answer the following questions and see if you find it right as you finish studying the whole content of this module. You can write your answer on your old notebook. YOU DON’T NEED TO PASS THE PRETEST. (Hindi mo kailangang ipasa ang pretest)

Multiple Choices. Choose the letter of your answer. 1. Which layer of the Earth contains rocks that are moving slowly but continuously? a. mantle b. crust c. outer core d. inner core 2. Which government agency in the Philippines monitors the earthquakes? a. DOST b. DENR c. NDRRMC d. PHILVOLCS 3. What happens to the P-waves when they are approaching the molten part of the Earth’s interior? a. They disappear. c. It becomes slower. b. The velocity increases. d. It remains the same. 4. Which of the following best describes the aftershocks correctly? a. The aftershocks happen before the main shock. b. The aftershocks are small earthquakes after the giant quake. c. The aftershocks are the energy penetrating the Earth. d. The aftershocks can give predictions about the earthquake. 5. Which of the following cannot be used as an indicator of approaching earthquake? a. The animals have a strange behavior. b. The place has experienced violent earthquakes in the previous years. c. The place is situated on a fault line. d. Prediction of a fortune-teller.

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WEEK 1 Lesson 1-2: Relationship Between Faults and Earthquakes; Active Faults in the Philippines Learning Competencies: 1. You can explain how movements along faults generate earthquakes. (S8ES-IIa14) 2. You can differentiate active and inactive faults. (S8ES-IIa14)

Check it Out! It’s Sad When You Know that… The Basilica of the Santo Niño in Cebu is one of the historic churches in the Philippines, but on October 15, 2013, an earthquake with magnitude of 7.2 hitted parts of the Philippines mostly in Cebu that led to the destruction of the said church and other infastractures and even caused the death of many people there. Below is the picture of the church before and after the earthquake.

Being affected by environmental disasters like an earthquake is not easy. It is the phenomenon which we cannot predict as to where and when it will happen. Maybe, if we are in Cebu the moment when that destructive earthquake occurred, we will become afraid and will just pray to be spare from the falling debris. Earthquake is a violent ground-shaking phenomenon caused by the sudden release of strain energy stored in rocks. But did you ever wonder how and where do earthquakes commonly happen? Can it take place anywhere? For you to know the answer on your quest, open your textbook on pages 162-169 and be guide as you accomplish the given set of exercises and questions that you will encounter as you go through this module. You can also visit wwwcamarinesnortecollegejhs.com/ for further information. Select Modules >> Grade 8 >> Second Quarter >> Science

CONCEPT EVALUATION: Use ONE WHOLE INTERMEDIATE PAPER as your answer sheet. I.

Identification. Identify the terms being referred to in each item. ANSWER ONLY.

1. It is a surface or narrow zone along which one side has moved relative to the other. 2. It is a sudden shaking of the ground that we feel when rock layers of the Earth suddenly slip past one another to a new position. 3. It is also known as the upper mantle. 4. It is the process where action of forces forms the large scale deformation of Earth’s crust.

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5. These are the place where earthquake is felt more often. 6. It is the entire crust extending to the uppermost portion of the mantle. 7. These are areas that did not displayed any seismic activity for more than thousands of years. 8. It is a brittle structure in which loss of cohesion and slip occurs on several faults within a band of definable width. 9. It occurs when crustal rocks are squeezed together. 10. They are the authorized person who can study the cases of earthquake.

II. Modified True or False. Write “TRUE” if the statement is correct and if false, write the word or phrase that makes it wrong and change it to make the statement true. ANSWER ONLY. 1. The Philippines is not exempted from experiencing strong earthquakes due to the several fault lines within the vicinity of the country. 2. Strong ground movements generally occur outside the fault lines. 3. The Marikina Valley Fault was the reason for 1990 destructive earthquake which seriously damaged Central Luzon and Baguio. 4. Due to tremendous earthquake that happened in Bohol, many seismologists became fervently driven to study more the fault lines in the Philippines. 5. Dr. Teresito Bacolcol led the discovery of a new Philippine Fault named North Bohol Fault. 6. Last October 15, 2000 was the deadliest earthquake that occurred in Bohol which destroyed the historical places there. 7. Marikina Valley Fault was changed into West Valley Fault. 8. Eastern Philippine Fault lies within Moro Gulf-Celebes Sea. 9. On December 29, 1949, an earthquake hit Tayabas, Quezon which led to the destruction of churches and monastery in Mauban and several churches in Tayabas and Laguna. 10. The agency responsible in monitoring earthquake is PHILVOLCS.

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WEEK 2 Lesson 3: How Damaging Can an Earthquake Be? Learning Competency:  You can differentiate the epicenter of an earthquake from its focus and intensity of an earthquake from its magnitude. (S8ES-IIa15) For you to widely understand the different terminologies used in discussing earthquake, read your textbook on pages 170-175 and be guided as you do the activities that you will encounter in this module. You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples. Select Modules >> Grade 8 >> Second Quarter >> Science CONCEPT EVALUATION: Use ONE WHOLE INTERMEDIATE PAPER as your answer sheet. I. Identification. Identify the terms being referred to in each item. Write your answer on your answer sheet. ANSWER ONLY. 1. It is the point on the Earth’s surface that is vertically above the focus. 2. It means situated at the center. 3. It is the energy that is released during an earthquake. 4. It is an instrument used to detect and record the strength and duration of an earthquake. 5. These are the record or graph output of earthquake magnitude. 6. It is the exact point inside the crust where tremendous amount of energy actually starts to release. 7. He was the one who invented the first seismograph. 8. It is an earthquake on the sea floor. 9. It is the scale used to know the total amount of energy released by an earthquake. 10. It pertains to the description of how much damage has occurred after an earthquake. II. Earthquake Preparedness. Tell whether the given earthquake preparedness is done BEFORE, DURING or AFTER an earthquake. ANSWER ONLY. 1. 2. 3. 4. 5. 6. 7. 8.

Do not operate electrical switches. Learn and practice first aid and CPR. Duck under a strong table and hold on to it. Do not used elevators. Avoid driving to clear the streets for emergency vehicles. Unplug the appliances if not in use. Bolt or fix heavy cabinets or furniture to the walls. Always recharge the cell phones if it is needed. Make sure your phone is always loaded for call and text. 9. Stay away where there are glass windows. 10. Be alert and keep your eyes open to be aware of falling objects. III. Check Your Understanding. In your own words, answer the following questions. ANSWER ONLY. 1. What would be life after a strong earthquake occur? 2. If you were in a situation where there is an earthquake, what measures would you do?

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WEEK 3 Lesson 4: How Earthquake Waves Provide Information About the Interior of the Earth Learning Competency:  You can explain how earthquake waves provide information about the interior of the Earth. (S8ESIIc17) 1.

Do you believe the hidden message? For you to be enlighten, read your book on pages 176-181 and do the activities below. You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples. Select Modules >> Grade 8 >> Second Quarter >> Science CONCEPT EVALUATION: Use ONE WHOLE INTERMEDIATE PAPER as your answer sheet. I. Classification. Tell whether the given situation or description shows P-waves, S-waves, Lwaves or R-waves. Write your answer on your answer sheet. ANSWER ONLY 1. These waves can only penetrate solid materials. 2. This wave is also known as compressional wave or longitudinal wave. 3. They move the ground horizontally causing it to twist from side to side but at right angles of their propagation. 4. These waves were first predicted by John William Strutt. 5. These waves exist at any free surface in a continuous body. 6. These waves are generally observed on both radial and vertical mechanism on seismograph. 7. These are the fastest seismic waves and first detected by seismograph. 8. These waves can be more dangerous due to larger amplitude causing the ground to rapidly slit and move in different direction. 9. It travels slower velocity, and it was the third conspicuous wave detected by seismograph. 10. These waves can travel at greatest velocity penetrating the gases, fluid and solid. II. Modified True or False. Write “TRUE” if the statement is correct and if false, write the word or phrase that makes it wrong and change it to make the statement true. ANSWER ONLY. 1. P-waves cannot penetrate the Core-Mantle boundary. 2. The shadow zone is developing on the opposite side of the Earth once the S-waves pass through the liquid core and where no S-waves are detected. 3. Seismic waves are generally traveling with depth as they move faster through denser materials. 4. P-waves suddenly increase its velocity upon reaching the inner core which consists of liquid materials. 5. P-waves are known for being the fastest waves, they arrive first at the seismic station but become slower when they travel in gas.

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Module 7: Understanding Typhoon When you view the Earth from the outer space, you can say that we are living in a “Blue Planet”. It is because, most of our planet is covered with water. Aside from the bodies of water, the atmosphere scatters blue light by the tiny gaseous molecules in it, making the Earth appears blue from space. Changes in weather naturally occurs in the atmosphere, particularly in the troposphere—the layer of the atmosphere that is nearest to the ground. This layer consists of water vapor, carbon dioxide, methane and other greenhouse gases. These gases block some heat that is radiated back to the ground. The continues process of evaporation, conduction and convection in the atmosphere leads to the low-pressure system formation where tropical cyclones are initiated. In this module, you will encounter set of activities that will enlighten and deepen your knowledge about the common phenomenon of nature--- the typhoon. The lessons included here are as follows: Lesson 1 Lesson 2

Tropical Cyclones Why Is the Philippines Prone to Typhoons?

Lesson 3

How Landforms and Bodies of Water Affects Typhoons?

What are you expected to learn? After going through this module, you are expected to: 1. explain how typhoon develops and how it is affected by landmasses and bodies of water (S8ESIId18/S8ES-IIe20) 2. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data (S8ES-IIf-21)

What to do before? (Pretest) Try to answer the following questions and see if you find it right as you finish studying the whole content of this module. You can write your answer on your old notebook. YOU DON’T NEED TO PASS THE PRETEST. (Hindi mo kailangang ipasa ang pretest) 1. Which layer of the Earth’s atmosphere is associated with weather conditions? a. mesosphere b. troposphere c. stratosphere d. ionosphere 2. What is the estimated number of storms that enter the Philippine Area of Responsibility every year? a. 23 b. 28 c. 10 d. 20 3. Which of the following can happen when signal number 2 has been raised? a. The storm may bring moderate to heavy damage to the community, for the most part in the agriculture and industrial sector. b. All big trees are uprooted. c. Classes from pre-school to secondary school are cancelled. d. All lines of communication are down, 4. Which of the following is frequently visited by typhoons? a. North Luzon b. Palawan c. Bicol d. Mindanao 5. Which of the following can weaken the typhoon? a. low vertical wind shear b. ocean water with 20 degrees Celsius c. high humid area d. presence of ITCZ

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WEEK 5 Lesson 1-2: Tropical Cyclones; Why is the Philippines Prone to Typhoons? Learning Competency:  You can explain how typhoon develops and how it is affected by landmasses and bodies of water. (S8ES-IId18/S8ES-IIe20) Typhoon Haiyan, known in the Philippines as Super typhoon Yolanda, was one of the most powerful tropical cyclones ever recorded. On making landfall, Haiyan devastated portions of Southeast Asia, particularly the Philippines.

Based from our experiences, we can say as a Filipino that our nation is one of the countries that is very prone to typhoons. And on that typhoon, we have a lot of stories to tell, whether good or not. And I know somehow, you’re glad when there is typhoon because it only means that there will be no classes to attend. However, it’s not the case for those people who will experience the worst from typhoon. A year will not pass without us experiencing such typhoon. Yearly, our country experiences at least 20 typhoons. For you to understand why we experience lots of typhoons yearly, open your textbook and explore pages 189-198. You can also visit www.camarinesnortecollegejhs.com/ for additional supplemental materials. Select Modules >> Grade 8 >> Second Quarter >> Science CONCEPT EVALUATION: Use ONE WHOLE INTERMEDIATE PAPER as your answer sheet. I.

Identification. Identify the things being referred to in each item. ANSWER ONLY.

1. It is a tropical cyclone that is formed in Northwest Pacific Ocean affecting Southeast Asia, West Philippine Sea and mostly Japan. 2. This is where the Northeasterly and Southeasterly trade winds converge. 3. It is a discrete weather system of clouds, showers, and thunderstorms with apparent circulation that originates in the ocean in the tropical region and remains intact for 24 hours. 4. It is a meteorological term which refers to the cyclonic circulation of winds. 5. It is an upper atmospheric trough that enhances convection in the tropics and can occasionally promote intensification of tropical cyclone into typhoon. 6. It refers to the geographical starting point, which is usually hot and humid. 7. It is a tropical cyclone that is formed in the North Atlantic Ocean affecting the Caribbean Sea. 8. It is a process that leads to the formation of storm. 9. It is a trough of low pressure and is the most common mechanism that causes typhoon. 10. It is an inverted trough of low pressure moving generally westward in the tropical easterlies. SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8

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II. Modified True or False. Write “TRUE” if the statement is correct and if false, write the word or phrase that makes it wrong and change it to make the statement true. ANSWER ONLY. 1. Typhoons are easily monitored by weather satellites because of their huge radius and accumulated cloud system. 2. In super typhoon, the wind speed is greater than 200 kph. 3. A typhoon is cyclonic when it originates over cool seas. 4. There will be no classes from pre-school to high school if it is signal number 1. 5. Signal number 3 typhoon has a wind speed greater than 185kph. 6. It is important to note that the approximate lead time to expect the range of the wind speeds given for each signal is valid only upon issuing the signal number for the first time. 7. The topographical location of the Philippines has nothing to do in making it susceptible to typhoons. 8. DOST monitors the weather and climate of the country. 9. The weather bulletins must be issued every 12 hours. 10. The Philippines is surrounded by warm water which is suitable for the development of low pressure system that leads to typhoons.

III. Answer This. Answer the following questions. ANSWER ONLY. 1. What places in the Philippines are commonly affected by typhoons? 2. Why is the Philippine prone to typhoons? 3. How do Filipinos overcome the effects of typhoon? Explain.

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WEEK 6 Lesson 3: How Landforms and Bodies of Water Affect Typhoons? Learning Competency:  You can trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data. (S8ES-IIf-21)

Check it Out!

Before exploring the content of this lesson, have time to accomplish the following. You can write your answer on your old notebook for your SELFEVALUATION. Exercise: Where I See? You already know that Philippines is really prone to typhoon. Identify the specific places in the Philippines that are always affected by typhoon by answering the pictographs below. Enjoy learning 

Were you able to know the specific places that is prone to typhoon? If yes, can you cite a reason why do these places are experiencing typhoon frequently? These places are areas open to big seas and where forested mountain ranges are found. As the typhoon passes through these regions, the weather disturbance brings more rain due to the exposure to bodies of water.

For you to deeply learn about typhoon, open your books on pages 199-203. You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples. Select Modules >> Grade 8 >> Second Quarter >> Science

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CONCEPT EVALUATION: Use ONE WHOLE INTERMEDIATE PAPER as your answer sheet. I. 1. 2. 3. 4. 5.

Identification. Identify the things being referred to in each item. ANSWER ONLY.

It is tasked to monitor the occurrence of tropical cyclones and other weather disturbances. These are extremely violent rotating, funnel-shaped storm that can last in a short span of time. These are the forces from the center of the typhoon that can cause the rising of the sea level. It is a type of cloud where deafening thunder and flashing lightning start to occur. It is a type of typhoon that can elevate the water levels in rivers that may overflow leading to flashfloods, landslides, and mudslides as well. II. Typhoon Preparedness. Tell whether the given safety measures are done BEFORE, DURING or AFTER typhoon. ANSWER ONLY.

1. 2. 3. 4. 5. 6. 7.

Boil the tap water before drinking or using it in cooking. Check every family member. Harvest crops that are ready for harvest. Be alert, stay calm, and stay indoors. Move the domesticated animals in safe place. Keep an eye on the lighted gas lamps or candles. Check the electrical wirings and repair any unstable parts of the house like walls or post, particularly roofs. 8. Stay tuned in for the latest weather report. 9. Beware of dangerous animals such as snakes that may have entered your house. 10. Stay together as much as possible and have time for prayer. 11. Leave the coastal or the low-lying area that are prone to flood and possible storm surge. 12. Close the windows, doors, and the main valve of the LPG tank. 13. Store enough supplies of food and potable water. 14. Report immediately to the authorities fallen electric post with damage electrical cables. 15. Prepare an emergency kit that contains the list of emergency contact numbers.

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Module 8: Beyond the Earth During your elementary days, you already learned that our planet belongs to Solar System with seven more planets and Sun at the center. You became familiar with the characteristics of each planets and how far are they from the Sun. But, have you ever wonder what else are beyond our planet? If you do so, it is the same thing why astronomers conducted their study beyond our planet. There are a lot of studies that are light years away from us. On this module, you will discover what else is beyond our planet. The lesson included here is entitled, “Other Members of the Solar System”.

What are you expected to learn? After going through this module, you are expected to:  compare and contrast comets, meteors, and asteroids (S8ES-IIg22)

What to do before? (Pretest) Try to answer the following questions and see if you find it right as you finish studying the whole content of this module. You can write your answer on your old notebook. YOU DON’T NEED TO PASS THE PRETEST. (Hindi mo kailangang ipasa ang pretest)

Classification: Tell whether the given examples, description or term is related to asteroids, comets or meteors. 1. Athens 2. Eta Aquarid 3. M-type 4. Oort Cloud 5. hair of the head 6. 1991 BA 7. Edmund Halley 8. rocky celestial bodies 9. tail of dust and particles 10. Ceres 11. planetoids 12. Aristotle 13. Pallas 14. Hermes 15. Barringer crater 16. Emperor William 17. shooting star 18. stony metallic rocks 19. Kuiper Belt 20. coma

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WEEK 7 Other Members of the Solar System

Learning Competency: 

You can compare and contrast comets, meteors, and asteroids. (S8ES-IIg22)

Science really makes you curious on different things. And one of the amazing part of studying Science is, you are able to know not just the interior of the Earth but also the things beyond our planet. Though it is true that we cannot go there (unless you become an astronaut someday  ), still, knowing what is beyond is really an exciting and mind-blowing learning.

Are you ready to be a mentally astronaut? Open your books on pages 218-223 and see some members of the Solar System. You can also visit www.camarinesnortecollegejhs.com/ for more information. Select Modules >> Grade 8 >> Second Quarter >> Science CONCEPT EVALUATION: Use ONE WHOLE INTERMEDIATE PAPER as your answer sheet. (Sagot na lang ang ilalagay sa papel)

Classification: Tell whether the given examples, description or term is related to asteroids, comets or meteors. ANSWER ONLY. (Sagot na lang ang isusulat sa papel) 1. Athens 2. M-type 3. hair of the head 4. Edmund Halley 5. tail of dust

6. planetoids 7. Pallas 8. Barringer crater 9. shooting star 10. Kuiper Belt

11. Eta Aquarid 12. Oort Cloud 13. 1991 BA 14. rocky bodies 15. Ceres

16. Aristotle 17. Hermes 18. Emperor William 19. coma 20. stony metallic rocks

POST TASK: Task: Create a photo collage with description of the three heavenly bodies being presented in the lesson. (Oslo Paper) You will be graded based on the following standards: Content and relevance, organization, resourcefulness, and creativity

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