2017

LEARNING MODULE
Science G8| Q2

Earth and Space:

Faults and
Earthquakes
 NOTICE TO THE SCHOOLS

This learning module (LM) was developed by the Private Education Assistance
Committee under the GASTPE Program of the Department of Education. The learning
modules were written by the PEAC Junior High School (JHS) Trainers and were used as
exemplars either as a sample for presentation or for workshop purposes in the JHS In-
Service Training (INSET) program for teachers in private schools.

The LM is designed for online learning and can also be used for blended learning and
remote learning modalities. The year indicated on the cover of this LM refers to the year
when the LM was used as an exemplar in the JHS INSET and the year it was written or
revised. For instance, 2017 means the LM was written in SY 2016-2017 and was used in
the 2017 Summer JHS INSET. The quarter indicated on the cover refers to the quarter of
the current curriculum guide at the time the LM was written. The most recently revised
LMs were in 2018 and 2019.

The LM is also designed such that it encourages independent and self-regulated learning
among the students and develops their 21st century skills. It is written in such a way that
the teacher is communicating directly to the learner. Participants in the JHS INSET are
trained how to unpack the standards and competencies from the K-12 curriculum guides
to identify desired results and design standards-based assessment and instruction.
Hence, the teachers are trained how to write their own standards-based learning plan.

The parts or stages of this LM include Explore, Firm Up, Deepen and Transfer. It is
possible that some links or online resources in some parts of this LM may no longer be
available, thus, teachers are urged to provide alternative learning resources or reading
materials they deem fit for their students which are aligned with the standards and
competencies. Teachers are encouraged to write their own standards-based learning
plan or learning module with respect to attainment of their school’s vision and mission.

The learning modules developed by PEAC are aligned with the K to 12 Basic Education
Curriculum of the Department of Education. Public school teachers may also download
and use the learning modules.

Schools, teachers and students may reproduce the LM so long as such reproduction is
limited to (i) non-commercial, non-profit educational purposes; and to (ii) personal use or
a limited audience under the doctrine of fair use (Section 185, IP Code). They may also
share copies of the LM and customize the learning activities as they see fit so long as
these are done for non-commercial, non-profit educational purposes and limited to
personal use or to a limited audience and fall within the limits of fair use. This document
is password-protected to prevent unauthorized processing such as copying and pasting.
SCIENCE 8

Module 2: Earth and Space

Lesson 1: Faults and Earthquakes

INTRODUCTION AND FOCUS QUESTION(S):

Have you ever seen a crack in the walls of your house? What could
have caused these cracks to appear? How about in your
neighborhood, have you seen any crack on the road? Ever wondered
why these cracks appear on the road or on the surface of the earth?
What effects do earthquakes have?

The cracks that you see on the earth’s surface are called faults. These faults
may have come from the movement of the plate tectonics or as a result of an
earthquake. Studying the dynamics between these two will you to come-up with a
proposal for the community on where to build buildings and other structures that
are capable of withstanding earthquakes and their effects.

In this module, you will find out about faults and earthquakes, the kinds of
faults, the processes that create and them, earthquake terminologies, dynamics
between faults and earthquakes and preparing for earthquakes.

Remember to search for the answers to the question: Why are there
earthquakes?

LESSON COVERAGE:

In this lesson, you will take the following topics:

Lesson 1.1 – Faults
A. Definition of a fault
B. Terminologies Associated with faults
C. Types of Faults
Lesson 1.2 –Earthquakes
A. Generation of Earthquakes
B. Earthquake focus and epicenter
C. Magnitude and intensity
D. Earthquake hazards
E. Seismic waves
F. Earth’s interior

In this lesson, you will learn the following:

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 Lesson 1.1 The learner:
 Makes a multimedia presentation of the viability of
building structures within the community using the
knowledge of the relationship between faults and
earthquakes.

Lesson 1.2 The Learner:

 Creates emergency plans and kits that will be used at
home and in the community.

MAP OF THE LESSON:

Here is a simple map of the above topics you will cover:

Terms

FAULT
Types
g
c
e
r
n
e
e
a
r Generation
t
a
e
t
e
Terms

Hazards
EARTHQUAKE
Seismic
Waves

Earth's
Interior

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EXPECTED SKILLS:

To do well in this lesson, you need to remember and do the following:

1. Do the exploratory activities carefully. Always write down your observations during
the activities using Evernote. If you have some questions in mind during the
performance of the activity, write them down and remember to go back to the
questions as you progress in each lesson.
2. Read the contents of this module carefully. When in doubt, read again and try to
understand the directions clearly.
3. When asked to view a documentary video, write the guide questions in advanced
and then while watching the video, listen carefully and write down notes. If you do
not understand the video on the first viewing, you can always view the video again
and pause in between significant lines or dialogues in the video.
4. This module provides you with a list of internet sites which you could browse
through for clarification. Visit the sites and read thoroughly the contents of the site.
5. When doing the performance tasks, bear in mind that these tasks are applications
to what you’ve gone through in this module. When asked to make a brochure or
any campaign material, always bear in mind the intended audience.
6. Keep an open-mind like any other follower of science. When in doubt,
consult other reliable sources of information and counter check.
7. Do the Web test for several times and don’t forget to click on the correct
answer for your reference.

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Lesson 1. 1: Faults

In this lesson, you shall:

1. Identify the different types of faults that are found on the Earth’s surface,
2. Distinguish between active and inactive faults,
3. Locate and classify faults in the community, and
4. Create campaign materials such as brochures and pamphlets informing
members of the community about relocating homes away from faults.

PRE-ASSESSMENT:

Read, analyze and answer each of the questions below by choosing the letter of
the MOST APPROPRIATE answer.

1. What is the epicenter of an earthquake? The epicenter is ____.

a. a seismic wave that travels along the surface of the earth
b. the last place that motion in an earthquake is detected
c. the point on the earth’s surface directly above the earthquake’s focus
d. the location along a fault where the first motion of an earthquake occurs

2. The Richter magnitude of an earthquake is determined from the _______.

a. duration of an earthquake
b. intensity of an earthquake
c. arrival of P waves and S waves
d. measurement of the amplitude of the largest seismic waves

3. Which of the following is an evidence that the Earth’s inner core is solid and
the outer core is liquid?
a. Refraction of seismic waves as they encounter different mediums.
b. The wave shadow effect of P- and S- waves as they encounter the solid
and liquid core.
c. The wave shadow effect of P- and S- waves and the increase in velocity
of P-waves as they encounter the solid inner core.
d. The wave shadow effect of P- and S- waves and the increase in velocity
of S-waves as they encounter the solid inner core.

4. While walking towards school, a student of Inabanga National High School in

Inabanga, Bohol saw cracks on the road with no uplift running for about 1
kilometer. What would be the best explanation for the presence of this crack?
a. The road experienced tensional stress causing it to rupture.
b. A shearing stress was applied to the land mass causing it to rupture.
c. Reverse faulting happened as a result of compressional stress
d. Normal faulting happened as a result of shearing stress.

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5. A road in Industrial Valley, Marikina City has a 10-meter long crack with part
of it being lifted up and away from the other block. A motorist noticed that as
years passed by, the separation between the two blocks became higher and
higher. What do you think is happening to the road?
a. The road is experiencing tensional stress causing the two blocks to be
separated.
b. Compressional stress is acting underneath the two blocks thus moving
them away from each other.
c. The amount of shearing force applied to the two blocks is so great that
these blocks become separated from each other.
d. A combination of vertical and horizontal forces causes the two blocks to
move away from each other.
6. As you jog through a stretch of the national highway, you notice a block of
rock over another with cracks in between the two. Which of the processes
could have caused this rock to be in that position?
a. Tension underneath the road surface has caused one block to move up on
top of the other.
b. Right under the road blocks is a shearing force that causes one block to
move below the other.
c. One block is less dense than the other causing it to subduct below the
other.
d. Compressional forces caused this thrust fault thus one block is on top of
the other.

7. Your classmate wants to demonstrate how underwater earthquakes create

tsunamis. He intends to use two blocks of wood “submerged” in water that is
in a basin. How will you improve his demonstration?
a. Change the kind of material that represents the seafloor.
b. Keep the two blocks of wood on the surface of the water.
c. Make the fluid more viscous so as to mimic underwater pressure.
d. The two blocks should be in contact with the basin or in the seafloor.

8. The island of Negros and Cebu are separated by the narrow Tanon strait.
Rumors spread that a magnitude 6.4 earthquake will occur in the East Bohol
Fault with its focus in Tagbilaran city. A Negrense was overheard saying “We
might be hit by a tsunami!” How would you clarify or correct his idea?
a. I will show him a map of the Philippines and indicate that before it hits
Negros it will hit Cebu first thus its energy will be dissipated.
b. I will show him a map of the Philippines and point out that Tagbilaran is on
land and that tsunamis will be formed if the earthquake happened
underwater. Moreover, the rumored earthquake does not have enough
energy to generate an earthquake.
c. I will tell him that the energy coming from the quake is not enough to
generate a tsunami that will hit Negros. It would be possible though if the
magnitude of the earthquake is higher.

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 d. I would explain to him that it is unlikely for a tsunami to occur because
there is still a body of water between Negros and Cebu that can dissipate
its energy. This body of water is not enough to contribute to the building up
of a tsunami.

9. A house made of wood is located near a fault line which has been moving for
the last decade. Which of the following should be a foremost consideration
that the house owners should make in case an earthquake happens?
a. access to highway
b. location of an active fault
c. road right of way
d. type of building material

10. Which of the following would BEST explain the illustration below?

a. Compressional forces acting on the block caused a rupture at A which

created seismic waves traveling to the surface at B causing the footwall
to rise.
b. Shearing forces constantly acting on the block caused a rupture at point
A which generated seismic waves traveling to the surface at point B thus
the footwall slid sideways.
c. Tensile forces pulled both sides of the block thus causing a rupture at A
(focus) generating seismic waves traveling to the surface at B (epicenter).
This activity caused the hanging wall to dip.
d. A combination of vertically and horizontally acting forces created a
rupture at A generating seismic waves traveling to the surface B. This
made the footwall and hanging wall move in two directions – vertical and
horizontal.

11. Which of the following statements are TRUE during an earthquake? Choose
all that apply.
a. The seafloor undergoes sudden horizontal slippage during an
earthquake, causing the overlaying water to be accelerated or pushed
laterally, initiating a tsunami.
b. Tsunamis are only serious threats to coastal areas near an earthquake
epicenter because the waves have lost most of their energy after moving
across 100 miles of open water.
c. Tsunamis lose little of their energy moving long distances through open
water, so they can present serious threats to coastal areas hundreds of
miles from the location of the initiating earthquake.

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 d. The seafloor suddenly moves upward or downward during an
earthquake, displacing the sea surface into a mound or trough, initiating a
tsunami.

12. Which of the following would be the LEAST IMPORTANT factor that would
determine the degree of destruction during an earthquake?
a. Distance to the epicenter
b. Earthquake duration
c. Magnitude of the earthquake
d. Earthquake proximity to a populated area

13. In the year 2012, Cebu City was hit by a magnitude 6.8 quake with its focus
in the neighboring town of Negros Oriental. If you were in the streets of the
city a man is telling you that you should run or evacuate to safer grounds,
how will you explain to him that his idea is correct?
a. The earthquake occurred deep on land and does not have enough energy
to move seawater to Cebu as a tsunami.
b. Several structures in Negros would have dissipated the energy of the
tsunami before it reaches Cebu.
c. The earthquake did not occur underwater and does not have enough
energy to generate a tsunami.
d. It does not have enough energy and it occurred very deep on land. If it
were shallow then it would have generated an earthquake.

14. A Boholano, reading a newspaper’s headline “More than 2000 tremors

recorded”, immediately cried in front of you for fear that their house in Bohol
must have been totally destroyed because of the quakes. How would you
calm him down and explain to him scientifically?
a. I will tell him that not all the quakes happened near the vicinity of their
house.
b. The foci of these earthquakes are located very deep on land and that it
could not have reached the surface.
c. Some of the earthquakes that were recorded are either deep or shallow
but with lower intensities.
d. Most of the earthquakes happened on a plain which was scarcely
populated.

15. The Cebu City Medical Center (CCMC), a public hospital that caters to the
residents of the City of Cebu was badly damaged by the magnitude 7.2
earthquake that hit the Visayas area last October 2013. Now the council is
deciding whether to retrofit or build a new building. Which would be an
appropriate suggestion to the council?
a. Retrofitting the building would be a good idea as it will reinforce old
structures that were not damaged by the earthquake. It is also not
costly.

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 b. Retrofitting the building and constructing additional infrastructure would
prepare it for possible re-occurrence of earthquakes.
c. Constructing a new building and making sure that this new structure is
earthquake-proof is better in order to prevent further damage to property.
d. Neither of the two options would work as the area where the building will
stand is near other structures that would cause damage.

16. With the recent quake that hit the Visayas, reports have come out about the
extent of damage if a similar quake struck Metro Manila. You live in a 50-
year old wooden ancestral house. Which part or component of your house
would you have retrofitted first?
a. Position of the appliances and small fixtures
b. Position of breakable materials such as glass doors and panels
c. Structure of the columns and beams that support the entire house
d. Walls and ceilings of the house

17. Upon surveying your community, you found out that several homes are
made of light materials and are near the river. Several alleys are also
blocked by illegally set-up structures. You are asked to make an evacuation
plan in case an earthquake occurs. What would be your first consideration?
a. De-clogging of alleys and relocation of houses that are near the river.
b. Electrical wirings and posts that may cause further damage when an
earthquake strikes
c. Exit routes to nearby open fields and areas
d. Retrofitting of structures in order to withstand ground shaking

18. Your friends are having a heated argument as to which house will
experience a greater damage if ever an earthquake of magnitude greater
than 6 hits the area. One of them says that the house made of light and
flexible material will experience the most damage while the other says
otherwise. How would you explain yourself if you are asked for an opinion?
a. A house made of light material will always crumble under the influence of
seismic waves.
b. A house that is made of light material but flexible enough to go with the
motion of ground shaking will withstand an earthquake.
c. Houses made of flexible materials will never withstand ground shaking
and will eventually crumble.
d. Nothing can ever replace the structural integrity of houses made of
concrete and sturdy materials.

19. A coastal community in Mindanao facing the Pacific Ocean is planning to

create an evacuation plan that will be useful in case an earthquake hits this
area. What do you think would be a foremost consideration in making such a
plan?
a. Access to a nearby plain or wide area
b. Location of electric posts and high rise buildings

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 c. Proximity to a nearby fault that will cause earthquakes
d. Structure of houses and other nearby buildings.

20. Atlas Mining Incorporated, the biggest copper mining firm in the Philippines,
wants to expand its operation in Mindanao. What do you think would be
considered by its geologic engineers when they start building the mining
complex?
a. Area of coverage of the mining complex
b. Depth of digging that will done in order to extract copper ores
c. Proximity of the mining complex to a fault system or volcano
d. Soil composition and rock structure

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 Let’s start this module by doing an activity on the idea of building
high-rise buildings in the Philippines. Remember to keep in mind
these questions while doing the activity: Where should a build the
condominium? What considerations should I make in building this
condominium?

ACTIVITY No. 1: Build me a Condominium

A real estate development company is planning to build a 508-meter

condominium in one of the places listed below. Your friend, an agent of the
company, is asking for your opinion on which of the places should the company
build the high-rise building. Choose the place from the list below and complete
the box that follows then click submit. You may look at a political map for you to
locate the place. You can also do an online research about the place.

Place Code Location

A Sagbayan, Bohol
B Bayawan City, Negros Oriental
C Sogod, Southern Leyte
D Hinatuan, Surigao del Sur
E Bonifacio Global City, Taguig

My chosen place is ____________________.

I chose this place because …

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 Process Questions:

1. What considerations did you make in choosing the place where the
condominium should be built?
2. Which of the considerations you made weighed more than the others?
3. Would you build a condominium near a body of water? Or would you
rather build it inland? Why or why not?
4. How do you determine the right place for building a high-rise
condominium?
5. Should the movement of the Earth be considered when planning to build a
high-rise condominium?

Now that you’ve decided on the place where a high-rise

condominium should be built let’s move on with the module. Before
venturing deeply into the module, answer the “Initial” row of the
table below.

ACTIVITY No. 2: Eliciting Prior Knowledge through IRF Chart

Fill-in the IRF Chart below. It will help you check your understanding of the
lesson. Write the answers in your notebook.

Why are there Earthquakes?

INITIAL

REVISED

FINAL

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 As you proceed to the rest of the activities, always have
these questions in your mind. What are faults? How are
faults created? What is the relationship between a fault
and an earthquake? What effect do earthquakes have?
Why are there earthquakes?

End of EXPLORE:

You’ve just given your opinion on where a 508-meter

condominium tower should be built based from a list. Keep in
mind the reasons for you choice as you will encounter the
same situation again later in this lesson. Remember to keep in
mind the question on why earthquakes occur and what
causes these. Your understanding of this natural phenomenon
will allow you to determine the viability of building houses in a
particular location and to create evaluation plans and kits that
will be useful at home and in the community where you live.

Your understanding of faults and earthquakes will be increased as you

study the lessons and perform the activities in the FIRM UP phase.
Remember to take-down notes all the time using Evernote or your
notebook.

You have shared you initial ideas on why earthquakes occur and
you’ve also given your opinion on where a condominium should be
built. Now it is time for you to do a simple investigatory on the
effects of movement under the earth. Remember to observe closely
everything that happens in the controlled environment as you try to
manipulate the materials that you have.

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ACTIVITY No. 3: When Stress is Applied…

Different materials react differently to stress. Stress is produced when force is

applied to a particular area of any material. In this activity, you are going to do an
investigation of the effects of the different kinds of stress that a material, in this
case an analogy of the earth’s surface, experiences and how it reacts to it.
MATERIALS: 6 slabs of Styrofoam (uniform rectangular shape), wooden table or
any hard table, camera with high resolution for pictures

PROCEDURES:
TASK

1. In a wooden table, place two slabs of Styrofoam with its wider face on the
table. Then push the 2 slabs toward each other until the two slabs
experience a fracture. Take a close-up photo of the two slabs and observe
carefully the edges that were fractured.
2. Take two different slabs of Styrofoam and place them beside each other on
the table. Now slide the two slabs against each other and take pictures of
the sides of the slabs that were initially in contact.
3. Now get one slab of Styrofoam and hold it on the sides. Pull each side
simultaneously as hard as you can. You can also ask a friend of yours to
pull one side while you pull the other side like a “tug-of-war” game. Observe
the fractured part of the Styrofoam and take pictures.
4. Take the last Styrofoam slab and place it near the edge of the table such
that half of it is no longer in contact with the table with the other half still
rests on the table. Now push the hanging part of the slab until it gets
deformed or fractured. Observe and take a picture of the fracture part.
5. Write down all your observations in your notebook and remember the action
you did on the Styrofoam.

PROCESS QUESTIONS:

1. What happened to the Styrofoam when you compressed it?

2. What happened to the edges of the Styrofoam when they slipped past each
other?
3. How about when you pulled one piece apart?
4. When you pushed a free end of the Styrofoam, what did you notice?
5. What effect did all your actions have on the Styrofoam?
6. Why are there earthquakes?

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ACTIVITY No. 4: Stress under the Earth

What observations have you made from the previous activity? Could these
observations be happening on a larger scale? What phenomenon does the
previous activity mimic? Does that phenomenon contribute to geologic features
that we see on the surface of the earth? Certain features of the Earth are brought
about by several factors. One of these are the forces that are continually exerted
by the different driving mechanisms of the earth. In this activity, you are going to
read about the forces that would cause faulting.

The webpage posted in this activity will allow you to define what a fault is
and its relationship to earthquakes. Furthermore, you will also be shown the
different types of faults and some examples from data that have been collected
from the United States.

Browse through the webpage given below. Read and take note of the
terminologies including the different kinds of faults.
www.geo.umass.edu/courses/geo105/Lecture-10.pdf

PROCESS QUESTIONS:

1. What is a fault?
2. What are the different forces that create faults?
3. What are the different types of faults?
4. Why do these faults happen?
5. How do these faults differ from each other?
6. What effects do these faults have?

Part II: Putting it all Together

Now that you know the different forces that contribute to the formation of
faults complete the graphic organizer below by listing down and describing each
type of force that creates faults. Be sure to describe the different forces that
affect the earth.

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 http://notebookingfairy.com/wp-content/uploads/2012/03/essay-prewriting-graphic-organizer1.jpg

PROCESS QUESTIONS:

1. What are the different forces that can act on any given landmass?
2. How does a compressional force affect a slab?
3. How about a tensile force, what effect does it have?
4. What effect does two slabs of landmass sliding past each other have on
the adjacent landmasses?
5. Why does an earthquake occur when a fault system moves?

ACTIVITY NO.5: Let’s Do A Quick Check!

Now that you’ve put everything in perspective, click this webpage

on faults and do a self-check
http://wps.pearsoncustom.com/pcp_80351_esm_tarbuck_earth_9/8
6/22073/5650878.cw/content/index.html. If on the first try you get a
low score, you can repeat the test and then open this link for
additional input on faults and folding
http://www.enchantedlearning.com/subjects/astronomy/planets/eart
h/Continents.shtml. Take the quiz again and see if you get a perfect
score this time.

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PROCESS QUESTIONS:

1. What are the driving mechanisms that create the different forces acting on
landmasses?
2. How do these create faults?
3. Why are there earthquakes?

ACTIVITY No. 6: Whatever Happened to Land?

Faults, as you must have read, are of different types depending on which
part of it has moved or has been lifted. These parts of a fault that must be
considered are the hanging wall and the footwall. In this activity, you are going to
analyze situations where fault lines have been created. Try to identify the kind of
fault that is formed by clicking on the different links below. Observe carefully the
formation of cracks and complete the table below.

1) http://cebudailynews.ph/news/story/21456/land-fissure-leads-to-discovery-of-
fault-line
2) http://www.rci.rutgers.edu/~schlisch/structureslides/foldthrust_Pogue.jpg
3) http://geoscience.wisc.edu/~chuck/Classes/Mtn_and_Plates/Images/salv_fau
lts.jpg
4) http://www.geolsoc.org.uk/ks3/webdav/site/GSL/shared/images/education_a
nd_careers/RockCycle/RocksAroundBritain/Kilve%20NormalFault%20xtrawi
de.jpg
5) http://geology.csupomona.edu/janourse/Tectonics%20Photos/SplitMtnNorma
lFault.jpg
6) http://earthquake.usgs.gov/hazards/qfaults/images/sanandreas.jpg

Situation Type of Force Type of Fault Observable

that Acted Features
1
2
3
4
5
6

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PROCESS QUESTIONS:

1. What happened to the landform that you observed in the websites?

2. How were you able to classify the fault?
3. What distinguishing characteristics made it easy for you to classify?
4. How do these faults lead to earthquakes?

ACTIVITY No. 7: ACTIVE OR INACTIVE?

Part I: Identifying whether a Fault is Active or Not

You have just identified the kind of fault that exists in a particular land mass.
Whether the fault is active or not depends on certain prevalent conditions. It is
therefore important to know whether a fault is active or not for you to be able to
fully decide where the condominium should be built. In this activity, you are going
to determine whether a fault line is active or inactive. If you live in Luzon, then you
are going to determine the activity of the fault lines in Luzon. If you live in the
Visayas, then the fault lines in the Visayas. Lastly, if you live in Mindanao, then the
fault lines in Mindanao.

Browse through this website

http://www.gns.cri.nz/Home/Learning/Science-
Topics/Earthquakes/Earthquakes-and-Faults and then click on the
menu “When is a Fault active?” Once you’ve read the contents of
the site, go to http://www.phivolcs.dost.gov.ph and download the
fault line maps of the island group where you belong. Once you’ve
downloaded the maps, read the section in the website regarding
the dates of recorded earthquakes in the Philippines and take note
of the dates when earthquake was felt in the fault lines in your
island group. Then classify the faults as active or inactive.

PROCESS QUESTIONS:

1. How do you know if a fault is active or not?

2. Which fault lines in your island group can be considered as active? Why?
3. Which ones are inactive? Why?
4. How do these fault lines shape the landscape of the Philippine islands?
5. Were you able to find fault lines near places of interest in your island
group? If so, what are they and how do you think were they formed?

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Part II: Going back to the Condominium Problem

Let’s go back to the condominium problem. Do you still remember this

activity?

Now use the fault line maps that you’ve downloaded and your classification
of active and inactive faults. Locate the places in the box and check if each of
these is near an active fault line then answer the box below.

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Part III: Filling-in New Knowledge

Now that you are able to identify faults and the mechanism behind
it, let’s go back to the IRF chart that you filled-in in one of the
activities. Fill-up the revised part of the table that corresponds to
your initial ideas on faults.

Why are there Earthquakes?

INITIAL

REVISED

FINAL

Process Questions:

1. Are there any changes to your initial ideas?

2. What are these changes? Discuss.

ACTIVITY No. 8: Video Analysis

Faults lying underneath an area can have severe effects on the

people that live above it. One of the many effects that it has is the
generation of earthquakes. Click on the website below and answer
the questions that follow
http://www.youtube.com/watch?v=iro9Kj5K4Es.

Process Questions:

1. What are the possible effects of a fault underneath an urban city?

2. How do earthquakes create damage in an urban city?

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ACTIVITY No. 9: When the Earth Shakes

Earthquakes are caused by several factors, one of which is faults.

Click on the webpage below and watch the video on earthquakes.
http://www.youtube.com/watch?v=-zNyVPsj8zc

Process Questions:

1. What role do earthquakes play in changing the landscape of the earth?

2. Why are earthquakes important?
3. Why are there earthquakes?

ACTIVITY NO.10: Terms…Terms…Terms

. In order to understand fully the mechanism on how an earthquake

works, one has to understand the different terminologies that we often
read in news reports.
1.

2. Open and read this web page: www.geo.umass.edu/courses/geo105/Lecture-10.pdf.

This site provides you with all the terms that you need to know in order to understand
earthquakes.

3.

4. After opening the previous webpage, you can also click on this website for
additional information http://www.gns.cri.nz/Home/Learning/Science-
Topics/Earthquakes/Earthquakes-and-Faults. Click on the different menus that are found in
th it f dd d i f ti R b t t k d t i t b k th h

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 Process Questions:

1. How is a focus different from an epicenter?

2. When you read news reports, are given the intensity of the earthquake or
the magnitude of the earthquake? How do you know?
3. What are the different scales that are used by geologists in order to
ascertain the extent of damage caused by earthquakes?

ACTIVITY No. 11: Putting it Together

After knowing the terms associated with earthquakes, you are now
ready to complete the graphic organizer below. Remember to put
the word Earthquake at the center of the organizer.

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 Process Questions:

1. What is an earthquake?
2. How is an earthquake different from faults?
3. What is the difference between an earthquake’s focus and its
epicenter?
4. What scales are used in determining the magnitude and the
intensity of an earthquake?
1.

End of FIRM UP:

In this section, the discussion was about faults and earthquakes.

You have read about how the different forces acting on the surface
create faults and how these faults in turn generate earthquakes.
How many forces can create faults? What effect does fault
movement have? What is an earthquake? What are the different
terms associated with earthquakes?

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision? Please explain how faults are just one
cause of earthquakes. How can your understanding of the relationship between
faults and earthquakes be of good use to you? Can we benefit from the
movements of the earth?

Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

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ACTIVITY No. 12: Earthquake Hazards

With each natural phenomenon come the hazards that accompany

these. You are quite familiar with the hazards that a typhoon can
bring whenever it enters our country. How about earthquakes?
What do you think are the possible damages that this phenomenon
can bring?

Click on these websites and see how an earthquake wrecks havoc in places
where it happens.
1) http://www.youtube.com/watch?v=Sn4t13uxJFQ
2) http://www.youtube.com/watch?v=GFuSBc8Qvb0
3) http://www.youtube.com/watch?v=w3MhymxLS60
- These websites show videos of the effects of earthquakes in
different regions.

Process Questions:

1. Based from the videos that you’ve seen, enumerate all the possible effects of
an earthquake.
2. While writing your answers in part 1, have you thought about your own
home? What possible damage can your home suffer from an earthquake?
3. What effects do earthquakes have? Explain.

ACTIVITY No. 13: CONCEPT ALERT

Fill in the table: Provide answers in the first three columns on faults and
earthquakes: Write your answers in your notebook and then click submit.

Statements about Agree or Initial Revised Concluding

Changes of Matter Disagree Explanation Explanation Explanation

1. An earthquake
always brings a
lot of damage.
2. Death is
imminent when

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 an earthquake
strikes.
3. Homes near the
epicenter of an
earthquake are
most likely to
have more
damage.
4. All earthquakes
generate
tsunamis.
5. Tsunamis and
storm surges
are one and the
same.
6. A tsunami loses
energy as it
travels across
the open sea.

As you go on to the succeeding activities you will find out the answer of the
above statements.

ACTIVITY No.14: Seismic Activity and Tsunamis

Whenever a part of the earth is moved, this creates movement in

the adjacent land mass. Consider wiggling a whip in air, what
happens to the air molecules that are hit by the whip? Now, if the
whip hits an object, what happens to object? Is the object set in
motion or will it remain at rest? Suppose the object is stationary, at
the molecular level, what happens to the molecules hit by the whip?
A slight movement in one part of the earth can have a dramatic
effect on the other parts.

Click on these websites

ftp://ftpdata.dnr.sc.gov/geology/Education/PDF/Earthquakes.pdf (This website
shows a pdf file of a powerpoint presentation focusing on earthquakes) ,
http://allshookup.org/quakes/wavetype.htm (This website shows the different
type of seismic waves), and
http://www.nws.noaa.gov/om/brochures/tsunami2.htm (This website shows

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 what a tsunami is and how it is formed), and then fill-in the graphic organizer
below.

The main idea here should be “earthquakes” followed by what you’ve read in the
given sites.

Process Questions:

1. How are seismic waves generated?

2. What are the different seismic waves and how do they move?
3. Which of these waves do we feel and has the greatest effect on us?
4. How are seismic waves and tsunamis related?
5. Where should a seismic wave originate in order for it create a tsunami?
6. Do all earthquakes produce tsunamis? Why or why not?
.

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ACTIVITY No.15: Putting Life into Waves

In order to produce waves, you need to have energy that is carried

by the wave all throughout its path. It is this energy that gives the
wave its characteristic crest. It is also this energy that creates more
harm as it hits land.

In this activity, you will need some of your friends in order to

replicate what is done in the videos that you are about to see. Replicate
what is done in the videos so that you will have a feel of how energy is
transferred in a seismic wave.

Watch the videos by clicking on the following links

http://www.youtube.com/watch?v=gjRGIpP-Qfw and
http://www.youtube.com/watch?v=KZaI4MEWdc4
(These videos show how a seismic wave can be simulated using real world
materials).

Process Questions:

1. Based on the video, how is energy carried by the wave?

2. What happens to the individual particles as it is hit by the wave?
3. If you think of your house as a particle, would it also behave in the same
way as your friends did? Explain.

ACTIVITY No. 16: Quiz Time

It’s now time to check your knowledge about the basic terms
regarding faults and earthquakes. Click on this website
http://ohhs.ohsd.net/~brick/ear/eara_eq_faults_vocabulary2.htm and
answer the quiz without looking at other websites. Then check your
work by browsing through the websites in this lesson.

Once you are done with the quiz, let’s re-examine the concepts of the physical
change of water for the concluding explanation column. Write your answers in
your notebook. This will go through as your check up quiz.

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 Statements about Agree or Initial Revised Concluding
Changes of Matter Disagree Explanation Explanation Explanation

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

ACTIVITY No. 17: Understanding it More

Read the situations below and come-up with a generalization on

earthquake safety.

Situation 1:
Maria lives in the province of Ilocos Sur. Their house is made-up of wood
and is slightly elevated from the ground by means of bamboo poles. It is a 50-
year old house that has seen her grow and have her own family. When a
magnitude 4 earthquake hit the province of Ilocos Norte, their house was
completely destroyed.

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 Process Questions:

1. According to the correlating intensity of a magnitude 4 earthquake,

what should have been a very observable effect? Support your
answer.
2. Why do you think did their house crumble with a magnitude 4 quake?
3. What precautionary measure should they undertake?

Situation 2
Your friend’s house is near the West Valley Fault. His house is made of
concrete with wider columns and beams. These columns and beams are
reinforced by steel beams that are of greater diameter than what is required.
Moreover, the house is not full of lighting fixtures and glass panels.

Process Questions:

1. If ever the fault line near your friend’s house move, would his house
be damaged?
2. What advantage does having wide columns and beams have when an
earthquake strikes?
3. What best practice can be learned from your friend’s house design?

Situation 3
Olivia lives in a depressed area that is densely populated and is close to
the sea. The houses here are made of wood and light materials and are literally
constructed a few meters offshore. Foot bridges made of bamboo serve as
pathways for the residents to move from one house to the other as well as in
going to the nearest town.

Process Questions:

1. What danger does the occurrence of an earthquake pose to the people

living in Olivia’s community?
2. Should the residents in this community be evacuated? Why or why
not?
3. If they will not be evacuated, how should the residents prepare in case
of emergency?
GENERALIZATION:

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 Why are there earthquakes and what considerations should be made in
preparing for them?

Let’s go back to the IRF Chart. Now fill in the last row. Write the answers in you
notebook

Why are there Earthquakes?

INITIAL

REVISED

FINAL

End of DEEPEN:

In this section, the discussion was about the hazards that

earthquakes pose, seismic waves and earth’s interior, and
tsunamis. What new realizations do you have about the topic?
What new connections have you made for yourself?

In your notebook, write a brief reflection on your experience about the

implication of earthquake occurrence and what we should think about them.
Why are there faults and earthquakes? How are these two related to each
other? Do you think understanding the relationship between these two is
beneficial in human and in an environment? Why or why not?

Now that you have a deeper understanding of the topic, you are ready to do the
tasks in the next section.

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 Your goal in this section is apply your learning to real life situations.
You will make a Powerpoint presentation that will explain the
viability of building houses or buildings in a particular area. From
this presentation, you are going to make emergency plans and kits
that shall be used by the community that will be built. Be sure to do
all the tasks and apply what you’ve learned from the previous
activities.

ACTIVITY No.18: Learning from the Videos

Watch the video in the URL below and answer the following
questions carefully. Remember to take down notes before
answering the questions. You may pause and play the video to
clarify some items in the questions.
http://youtube.com/watch?v=LCJtvtUlhPk

Process Questions:

1. In the first frame of the video, what do you notice about the things in the
shelf?
2. How about the shelf itself and the appliances?
3. Do you think the house was not damaged after the earthquake? Why or
why not?
4. In the second frame of the video, you can see people running of their
homes or offices, is it safe to do this? Why or why not?

After viewing the video, click the URL http://www.phivolcs.com.ph and check on
hazard preparedness.

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 Process Questions:

1. What key elements are there?

2. How would this be implemented in your community?

ACTIVITY No.19: Webpage Reading

After viewing a sample video and taking-note of what has to be

considered in the evacuation plan and kit, click on the webpage
below and read on what things should be considered in retrofitting.
http://www.saundersseismic.com/assets/pdf/What-Is-Seismic-Retrofitting.pdf
- This website shows a pdf file on how retrofitting is done.

Process Questions:

1. Which parts of the house or a building should be considered first when

retrofitting? Explain.
2. What benefit will retrofitting a house have?

ACTIVITY No.20: Pictorial View!

Take pictures of the different places in the area where the community
will be built. Complete the table below and make a Prezi presentation.

TASK

Picture Taken Structure to be Precautions Reason

Built

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Process Questions:

1. Which picture showed a spot on the area to be built that can be

problematic in the creation of an evacuation plan and kit?
2. Why should access to the area as well as identification of faults be
made prior to the construction of the housing project?
3. Why should the probability of earth shaking be considered in the
building process?
4. How will the area be affected by earthquakes?

ACTIVITY No.21: The Making

You are now going to make the following items: (a) powerpoint or
Prezi presentation that shall be presented to the officials and
builders of habitat for humanity, and (b) evacuation plans and kits.
Be sure to consider the following items:
TASK
a. Area where the houses will be built,
b. Nearby geologic structure,
c. Terrain, and
d. Materials that shall be used in building the houses.

Process Questions:

1. How should the houses be arranged?

2. How should the houses look like?
3. Which structure on the ground should be considered seriously?
4. Where should the drainage structure be placed?
5. What type of materials should the houses be made?

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ACTIVITY No.22: PERFORMANCE TASK( presentation):

To help the victims of the magnitude 7.2 earthquake in Bohol,

Habitat for Humanity is planning to build houses for these victims in
a lot that is 10 kilometers away from the epicenter of the
earthquake.
TASK
In response to this, you prepared a Powerpoint presentation that
will explain to them the viability of building houses in the proposed lot. You
also created emergency and safety plans and kits to be used in this new
community. The acceptance of your suggestion and emergency plans and
kits will be based on the accuracy of the information, clarity of
presentation, practicality of recommendations and creativity.

Rubrics for the Performance Task:

CRITERIA Outstanding Satisfactory Developing Beginning RATING

4 3 2 1
The The The The
information information information information
presented is presented is is presented is
accurate, accurate inaccurate inaccurate
detailed and and but and non-
informative. informative. informative. informative.
Contains a Contains a Does not Does not
detailed detailed contain contain any
picture of all picture of all pictures of picture of a
Accuracy of
the parts of the parts of all parts of part of the
Information
the house the house the house house and
with with for without any
complete sufficient comparison suggestion
retrofitting retrofitting but with for
suggestions suggestions retrofitting earthquake
. . suggestions retrofitting.
.

The The The The

presentation presentation presentation presentation
and the and the and the and
Clarity of emergency emergency emergency emergency
Presentatio map are map are map are map are
n striking and clear and inconsistent confusing
understand understand in some. and difficult
able. A able. to read.
translation
to the local

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 dialect is
provided.

The The The The

presentation presentation presentation presentation
and the and the and the and
emergency emergency emergency emergency
map are map are map are map are
creative and creative with limited but copied.
original with appropriate with Both do not
appropriate colors used confusing contain
Creativity colors used and pictures pictures or
together appealing or diagrams.
with pictures or diagrams.
illustrative diagrams.
and eye-
captivating
pictures or
diagrams.

The The The The

recommend recommend recommend recommend
ations are ations are ations are ations are
Practicality
practical, practical practical but not practical
of
innovative and can be its and cannot
Recommen
and can be implemente implementat be
dations
immediately d after a few ion involves implemente
implemente months. a lot of d.
d. expenses.
OVERALL
RATING

Before you go to the post-assessment, write a reflection in your synthesis journal

about your experiences in the entire lessons. You may choose to answer one, or
all of these guide questions:

1. What have you learned about the entire lesson? Is it

challenging to see the world you live in?
2. What would our life be if earthquakes did not exist?
3. What other tasks would you like to work on in the future that could be beneficial
to humans and the environment?

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End of TRANSFER:

In this section, your task was to create a powerpoint presentation

on the viability of building structures near a fault line. You also
created emergency plans and kits that will be used in the
community to be built.

How did you find the performance task? How did the task help you see beyond
the damage that a natural phenomenon brings?

You have completed this lesson. Before you go to the next lesson, you have to
answer the following post-assessment.

POST-ASSESSMENT:

Read, analyze and answer each of the questions below by choosing the letter of
the MOST APPROPRIATE answer.

1. What is the focus of an earthquake? The focus is ____.

a. a seismic wave that travels along the surface of the earth
b. the last place that motion in an earthquake is detected
c. the point on the earth’s surface directly above the earthquake’s focus
d. the location along a fault where the first motion of an earthquake occurs

2. The intensity of an earthquake is determined from the _______.

a. damage done by the earthquake
b. duration of an earthquake
c. arrival of P waves and S waves
d. measurement of the amplitude of the largest seismic waves

3. Which of the following is evidence that the Earth is made-up of different

boundaries?
a. Refraction of seismic waves as they encounter different mediums.
b. The wave shadow effect of P- and S- waves as they encounter the solid
and liquid core.
c. The wave shadow effect of P- and S- waves and the increase in velocity
of P-waves as they encounter the solid inner core.
d. The reflection of waves as they hit the boundaries, its refraction as they
pass through different boundaries, and its diffraction around obstacles.

4. While walking towards school, a student of Inabanga National High School in

Inabanga, Bohol saw cracks on the road with one side of the road going over

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 the other running for about 1 kilometer. What would be the best explanation
for the presence of this crack?
a. The road experienced tensional stress causing it to rupture.
b. A shearing stress was applied to the land mass causing it to rupture.
c. Reverse faulting happened as a result of compressional stress
d. Normal faulting happened as a result of shearing stress.

5. A road in Marikina City has a 10-meter long crack with no uplift at all. A
motorist noticed that as years passed by, a once straight line crossing the
road is no longer aligned but are far from each other. What do you think is
happening to the road?
a. The road is experiencing tensile stress causing the two blocks to move
away from each other.
b. Compressional stress is acting underneath the two blocks thus moving
them away from each other.
c. The amount of shearing force applied to the two blocks is so great that
these blocks become separated from each other.
d. A combination of vertical and horizontal forces causes the two blocks to
move away from each other.

6. As you jog through a stretch of the national highway, you noticed that the land
mass on the side of the road has moved down and that the road is now a little
bit higher than the sides. Which of the processes could have caused this rock
to be in that position?
a. Tension underneath the road surface has caused one block to move up on
top of the other.
b. Right under the road blocks is a shearing force that causes one block to
move below the other.
c. One block is less dense than the other causing it to subduct below the
other.
d. Compressional forces caused this horst to form pushing the middle part to
be lifted.

7. Your classmate was able to read about the Elastic Rebound Theory as an
explanation of how the rupture or breaking of crustal material releases energy
that we feel on the ground as an earthquake. Although he has read about it,
he still cannot understand how it happens. How would you explain this to
him?
a. I will get two blocks and place each side by side. I will push both blocks up
until part of it breaks.
b. I will get a Styrofoam board and then slowly bend it until it breaks. Then I
will ask him to look at the broken edges.
c. I will get an aluminum wire and then bend it slowly. As I bend it, I will ask
him to look at the portion that is about to break.

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 d. I will get a piece of plastic, slightly bendable ruler. I will slowly bend it and
place a Styrofoam board on top. I will ask him to look at the bent portion
and listen to the sound as the ruler breaks.

8. Look at the map of the Philippines below and answer the questions that
follow.

Suppose an underwater earthquake of magnitude 6 occurred in the Sulu

sea and generated a tsunami. Will there be a possibility for the island of
Bohol to be hit by the tsunami?
a. Yes, because the earthquake occurred underwater.
b. Yes, because the earthquake occurred underwater and releases a
considerable amount of energy enough to create a tsunami.
c. No, even if the earthquake occurred underwater the energy carried by the
waves will only be dissipated as it travels at sea.

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 d. Cannot be determined because Bohol is very far from the source of the
earthquake.

9. A house made of old bricks is located near a fault line which has been moving
for the last decade. Which of the following should be a foremost
consideration that the house owners should make in case an earthquake
happens?
a. access to highway
b. location of an active fault
c. road right of way
d. type of building material

10. Given the picture below. What type of earthquakes would most likely occur at
point B?

a. Deep-focus earthquakes caused by thrust faulting.

b. Shallow-focus earthquakes caused by thrust faulting.
c. Shallow-focus earthquakes caused by normal faulting.
d. Shallow-focus earthquakes caused by strike-slip faulting.

11. In the year 2012, Cebu City was hit by a shallow-focus magnitude 6.8 quake
with its focus in the neighboring town of Bohol. If you look at the map in
question no. 8, you will see that Cebu and Bohol are neighboring provinces
separated only by a body of water that has a small area. How would you
explain the probability of a tsunami created by the earthquake?
a. The probability of the earthquake creating a tsunami is close to zero
because the magnitude of the quake is not that high. Moreover, the
earthquake occurred on land and the energy will be dissipated as it
moves through several media.
b. The probability of the earthquake creating a tsunami is high because the
magnitude of the quake is also high. Furthermore, since the quake
occurred where a body of water is then it is likely to create a tsunami.
c. The earthquake will definitely create a tsunami given the fact that there
is a body of water in between the two provinces. Moreover, it carries with
it enough energy that can be transferred to the surrounding body of
water.

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 d. Whether the quake will create a tsunami or not cannot be determined
from the given data.

12. Which of the following statements is FALSE?

a. Most earthquakes occur at plate boundaries.
b. P waves travel faster than both S waves and Surface waves.
c. Earthquakes can be caused by normal, reverse, and strike-slip faulting.
d. The time and location of most major earthquakes can be predicted
several days in advance.

13. After the Bohol earthquake, panic-stricken Cebuanos started to evacuate

from downtown Cebu to upland barangays and municipalities both in the
Northern and Southern part of Cebu for fear of a tsunami hitting the city. You
happen to ride with one of them in a jeepney. How would you calm him down
and explain to him scientifically?
a. I will tell him that Bohol is too far from Cebu City and that the energy of
the tsunami would have dissipated already.
b. The foci of these earthquakes are located very deep on land and that it
could not have reached the surface.
c. The earthquake happened very deep and that tsunamis are only caused
by strong, shallow earthquakes.
d. Most of the earthquakes happened on a plain which was scarcely
populated.

14. Several structures were damaged by the magnitude 7.2 earthquake that
hit the Visayas area last October 2013. Some of these structures are built
on ground that is made-up of limestone. Would it be a good idea to build
the structures on the same ground?
a. Yes, because they own the property and they can easily procure
the materials needed for re-building.
b. Yes, because limestone is a relatively stable kind of stone thus it
would support the same structures again.
c. No, because limestone will easily crumble with just a few tremors
hitting it thus these structures would easily be destroyed.
d. The owners need to conduct further soil study in order to avoid the
possibility of liquefaction in case another earthquake occurs.

15. With the recent quake that hit the Visayas, reports have come out about
the extent of damage if a similar quake struck Metro Manila. Similarly,
Climate change experts are voicing out the eminent sinking of some parts
of the metropolitan. These warnings have stirred urban planners to create
evacuation plans and kits that will combine the preparation for the two
catastrophes. Which of the following CAN BE done as a precautionary
measure?
a. Ask residents to retrofit their houses to prepare for both
b. Construct dikes on the shoreline to serve as shield

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 c. Evacuate all residents of the metropolis to higher ground
d. Put early warning devices to aide during the evacuation process

16. You belong to a community that lives right beside a river with a known
fault line. You are asked to make an evacuation plan in case an
earthquake occurs. Which of the following would be a likely solution?
a. Following the 2-meters easement zone and then removing the
structures that block the alleys.
b. Constructing a dike so as to prevent water from the river from
spilling over.
c. Putting communication systems within the community in order to
give warning in cases of emergency.
d. Putting up signages that warn people about the location of the fault.

17. A school building has a gym located in the topmost floor and is commonly
used as a venue for student activities as well as other school-wide events.
An interview with the engineer, who built the building, revealed that the
original intention of the school was to use it for sports activities although the
gym can also serve other purposes. When a 7.2 magnitude earthquake hit
the city, school officials are now feeling that the gym’s floor shakes
whenever students’ run across the gym. Which solution would be very
feasible to address this problem?
a. Close down the gym and build a separate one on the ground floor.
b. The gym should be wrecked and a new one should be constructed.
c. New columns should be constructed to support the weight of the gym with
or without occupants.
d. The beams of the gym can be retrofitted with thick solid steel plates that
are mounted using steel bolts and nuts.

18. A community living near the Mayon Volcano is planning to create an

evacuation plan that will be useful in case a volcanic earthquake hits this
area. What do you think would be a foremost consideration in making such a
plan?
a. Access to a nearby plain or wide area
b. Location of electric posts and high rise buildings
c. Proximity of houses to the volcano and radius of volcanic eruption.
d. Structure of houses and other nearby buildings.

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19. One of Cebu Province’s famous landmarks, found in the municipality of
Boljoon, is the Ili Rock (picture shown below). On the side of the rock is the
national highway where buses and other motorists going towards the
southern part of Cebu and in the neighboring island of Negros pass by.
When the 7.2 magnitude earthquake struck, part of this limestone rock
crumbled.

http://boljoon.myguide.ph/about.html
What do you think would be considered by engineers from the DPWH when
they visit the place?
a. Building of a dike to control the erosion
b. Landscaping of the remaining part of the rock
c. Construction of an alternate route just beside the existing highway
d. Soil composition and rock structure of the nearby coastal area

20. The City of Manila is planning to approve the proposal of one company to
extend the reclamation area in Roxas Blvd. From a geologic perspective,
how will you explain to the mayor of Manila the viability of such a project?
a. Any reclamation project in the city of Manila would be beneficial to its
residents as it would generate more jobs for its constituents.
b. A reclamation project in the city of Manila would kill all the aquatic
resources in the bay and would therefore lessen the benefits to the city.
c. Reclaiming part of the sea would involve dumping of soil into it. This
would put into question the stability of the area especially that the West
Valley Fault is in the city.
d. Reclamation projects in Manila would only cause much traffic as buses who ply
that route will have to be rerouted in order to accommodate the machines that
will be used.

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GLOSSARY OF TERMS USED IN THIS LESSON:

Body waves – seismic waves that travel inside or through the earth

Compressional force – a force that pushes two land masses toward each other

Earthquake – the shaking of the earth’s surface that results from a rupture of a
land mass

Epicenter – the point on the earth’s surface that is directly above the focus

Fault – a crack in the earth’s surface

Focus – the point underneath the earth where the rupture or fault started

Footwall – part of the land mass where one can step on in a fault

Hanging wall – in mining terms, this is the part of the land mass where one can
hang a lamp for lighting

Hazard – is anything that can cause or inflict harm on another

Intensity – the extent of damage that an earthquake causes

Magnitude – a measure used to quantify the energy that an earthquake carries

with it

Normal fault – a fault that is created when the footwall is lifted up

P-wave – back and forth movement of rock and can travel through any medium
in the earth’s crust

Retrofitting – the process of putting necessary corrections or reinforcements to

certain structures in order for it to withstand a particular phenomenon that can
cause damage to it

Reverse fault – a fault that is created when the hanging wall is lifted up exposing
part of it

Seismic wave – a wave that is produced by the release of energy as the earth
ruptures

Shear force – a force that acts perpendicularly to the surface of a landmass

Strike-slip fault – fault that is created when two masses of land slide past each
other

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Surface waves – seismic waves that travel on the surface of the earth and cause
more damage

S-wave – a body wave that moves rocks sideways and can travel through solids
only

Tensile force – a force that pulls or stretches a land mass away from each other

Tsunami – a series of water waves caused by the displacement of a large

volume of water

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

1) www.geo.umass.edu/courses/geo105/Lecture-10.pdf - This webpage

presents a lecture on earthquakes and faults.

2) http://wps.pearsoncustom.com/pcp_80351_esm_tarbuck_earth_9/86/2207
3/5650878.cw/content/index.html - This webpage is a knowledge quiz on
faults.

3) http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Conti
nents.shtml - This webpage presents the plate tectonics theory and the
effect that it has on the continents.

4) http://cebudailynews.ph/news/story/21456/land-fissure-leads-to-discovery-
of-fault-line
http://www.rci.rutgers.edu/~schlisch/structureslides/foldthrust_Pogue.jpg
http://geoscience.wisc.edu/~chuck/Classes/Mtn_and_Plates/Images/salv_f
aults.jpg
http://www.geolsoc.org.uk/ks3/webdav/site/GSL/shared/images/education
_and_careers/RockCycle/RocksAroundBritain/Kilve%20NormalFault%20xt
rawide.jpg
http://geology.csupomona.edu/janourse/Tectonics%20Photos/SplitMtnNor
malFault.jpg
http://earthquake.usgs.gov/hazards/qfaults/images/sanandreas.jpg -
These websites show pictures of rock formation that have undergone
faulting. The pictures in these sites are for analysis.

5) http://www.gns.cri.nz/Home/Learning/Science-
Topics/Earthquakes/Earthquakes-and-Faults - This website provides
additional information about earthquakes and faults.

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 6) http://www.youtube.com/watch?v=iro9Kj5K4Es – This website shows a
video of an existing fault system located underneath one of the United
States biggest state.

7) http://www.youtube.com/watch?v=-zNyVPsj8zc – This website shows a

video documentary by the National Geographic Channel on earthquakes
and its importance.

8) http://www.youtube.com/watch?v=Sn4t13uxJFQ
http://www.youtube.com/watch?v=GFuSBc8Qvb0
http://www.youtube.com/watch?v=w3MhymxLS60 – These websites show
videos of the effects of earthquakes in different regions.

9) ftp://ftpdata.dnr.sc.gov/geology/Education/PDF/Earthquakes.pdf - This
website shows a pdf file of a powerpoint presentation focusing on
earthquakes.

10) http://allshookup.org/quakes/wavetype.htm - This website shows the

different type of seismic waves.

11) http://www.nws.noaa.gov/om/brochures/tsunami2.htm - This website

shows what a tsunami is and how it is formed.

12) http://www.youtube.com/watch?v=gjRGIpP-Qfw – This website shows a

video of how a seismic wave can be simulated.

13) http://www.youtube.com/watch?v=KZaI4MEWdc4 – This website shows a

video of how a seismic wave can be simulated.

14) http://ohhs.ohsd.net/~brick/ear/eara_eq_faults_vocabulary2.htm - This is

quiz on vocabulary.

15) http://youtube.com/watch?v=LCJtvtUlhPk – This website shows a

video shows the interior of house during an earthquake.

16) http://www.phivolcs.com.ph – This is the official website of the Philippine

Institute of Volcanology and Seismology where information regarding
earthquakes that happened in the Philippines.

17) http://www.saundersseismic.com/assets/pdf/What-Is-Seismic-
Retrofitting.pdf - This website shows a pdf file on how retrofitting is done.

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Lesson 2: Understanding Typhoons

Introduction and Focus Questions

Ondoy, Milenyo, Sendong. How do these names make you feel? What are
the personal experiences you associate with them? Over the past years, typhoons
that enter the Philippine Area of Responsibility become more frequent and violent,
causing great damage and loss to many lives and properties.

How do typhoons develop? How can we manage its potential risks

and hazards? These are some of the important questions that you will seek to
answer in this module.

LESSON COVERAGE:

In this lesson, you will go through the following topics:

Lesson Title You’ll learn to… Estimated

No. Time
Lesson 2.1 Formation and  Explain how typhoons 4 hrs.
Development of develop
Typhoons  Explain how landforms
and bodies of water
affect typhoons

Lesson 2.2 Managing the  Infer why the Philippines 10 hrs.

Effects of is prone to typhoons
Typhoons  Trace the path of
typhoons that enter the
Philippine Area of
Responsibility

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Concept Map of the Lesson

Here is a simple map of the topics you will cover in this lesson:

Typhoons

Management of
Formation and
Effects (Risks and
Development
Hazards)

Expected Skills

To do well in this module, you need to remember and do the following:

1. Read the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how to
submit them.
3. Look up the meaning of words that you do not know.
4. You will frequently come across process questions as you go through
different lessons. Keep a notebook (or use the Notepad) where you can write
(and revise) your answers to these questions. Use also the notebook to jot
down short notes, draw diagrams, and summarize what you have just read.
5. For worksheets and reports that need to be submitted, use the provided
checklist and rubric to evaluate your work before submission.
6. Allow time for relaxation and recreation when you are mentally tired. Make a
time table to schedule your study and recreation.

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PRE-ASSESSMENT:

Let’s find out how much you already know about this module. Click on
the letter that you think best answers the question. Please answer all items.
After taking this short test, you will see your score. Take note of the items that
you were not able to correctly answer and look for the right answer as you go
through this module.

(A) 1. Which of the following best describes a typhoon?

A. A low pressure area
B. Heavy rains and flood
C. Hurricane
D. Mature tropical cyclone

(A) 2. Which of the following is not involved in the formation of typhoons?

A. Intertropical Convergence Zone
B. Low Pressure Areas
C. Strong Vertical Wind Shear
D. Warm Sea Surface Temperature

(A) 3. What causes the formation of low pressure area that can lead to the
development of a typhoon?
A. Cold and dry air
B. Cold waters surrounded by warm conditions
C. Warm waters surrounded by cold conditions
D. Very low moisture or humidity

(A) 4. Lolita noticed that when typhoons came from the west, they barely
get affected by such weather systems. But when typhoons originate
from the east, they would almost always be dealing with strong
winds and sometimes floods. Their village in General Santos City is
sandwiched by a mountain range 2 kilometers from the west and by
the sea which is about a kilometer away. What can explain her
observations?
A. Cold air produced by trees from the mountains weakens the
incoming typhoons headed towards the village.
B. Lolita is mistaken as typhoons in tropical countries would always
follow a west to east route.
C. Mountains have the ability to deflect bodies of air, thus, Lolita’s
village is not affected by typhoons from the west.
D. Typhoons cannot possibly originate west of their village as there
is no body of water from that direction.

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(A) 5. Most of the tropical cyclones that affect the Philippines develop east
of the country, usually between 125°E and 170°E over the Pacific
Ocean. These cyclones generally move towards the northwest
direction. Given this case, which areas can be most frequently hit by
these typhoons?
A. Central and Southern Mindanao
B. Eastern and Southern Visayas
C. Eastern and Northern Luzon
D. Western Visayas and Northern Palawan

(A) 6. The Philippines is one of the countries near the equator, and, just
like the other countries in this region, it is regularly visited by
typhoons. The reason for this is that
A. Equatorial countries are those that are usually in the route of
typhoons that move from east to west.
B. Equatorial countries are those that are usually in the route of
typhoons that move from west to east.
C. Our country is an archipelago, typhoons are likely to form in the
waters in between the lands.
D. The temperature is conducive to forming typhoons as water from
the surrounding seas get evaporated.

(A) 7. Refer to the following figure to infer why the Philippines is prone to
typhoons that originate from the Northwestern Pacific Ocean:

A. Airflow steers the typhoon towards the Northeast direction.

B. Large scale airflow directs westbound movement of the typhoon.
C. Typhoons rotate counterclockwise due to the Coriolis force.
D. Trade winds cause these typhoons to move towards the east.

(A) 8. Based on the given tracking data of Typhoon Pablo, in what areas
will the typhoon be expected to move?

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 A. Batanes, Cagayan, Isabela
B. Davao, Cagayan de Oro, Bohol, Negros Oriental
C. Eastern Samar, Masbate, Quezon, Laguna
D. Southern Leyte, Cebu, Iloilo

For nos. 9-11, refer to the graph.

The graph below shows the global mean temperature, tropical
atlantic sea surface temperature (SST), and raw hurricane counts
over the past century:

(M) 9. Which of the following is the best interpretation of the data?

A. Global mean temperature, tropical atlantic SST, and number of
hurricanes changed from 1900 to 2000.
B. Much of the increase in hurricane counts came in the 1990’s
along with the steady increase in global temperature and
tropical atlantic SST.
C. The global mean temperature, tropical atlantic SST, and number
of hurricanes have decreased at different periods over the past
century.

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 D. The number of hurricanes generally increased since the 1970’s.

(M) 10. What do the data tell us about the formation of tropical cyclones like
hurricanes and typhoons?
A. Increasing global temperature and warm SST influence the
formation of tropical cyclones.
B. Much of the tropical cyclones like hurricane and typhoon formed
and developed during the 20th century.
C. The formation of hurricanes and typhoons is affecting the
condition of the atmosphere and the oceans.
D. Tropical cyclones like hurricanes and temperatures form and
develop in the ocean surface.

(M) 11. Given this data, what is the likely effect of global warming to the
formation of typhoons and hurricanes?
A. Less typhoons and hurricanes
B. Less typhoons and hurricanes and increased drought
C. Longer rainy and wet season and shorter dry season
D. More frequent and more violent typhoons and hurricanes

(M) 12. The Philippines has a total coastline of 36,289 kilometers, and 70%
of the cities/municipalities depend on coastline and marine
ecosystems as a source of livelihood. Using information from the
2003 official statistics, about 14.9 million homes are vulnerable to
the impacts of strong typhoons and storm surges as they have
structures with roofs and/or walls that are either make-shift or made
of substandard materials.
The rise in sea level increases the risk of many more people to
flooding. In urban areas flooding is aggravated by clogged
drainages, and ground subsidence due to over-extraction of
groundwater for domestic and industrial use.

These are only some of the main considerations why national

estimates show that 82.5% of the entire population of the Philippines
are at risk to typhoons.

Which of the following sets of factors best determine an area’s

vulnerability to impacts of typhoons?
A. The area’s geographical location and topographic
characteristics
B. The area’s geographical location and people’s preparedness
and capacity
C. The area’s proximity to bodies of water and their use of
groundwater
D. The area’s topographic characteristics and the degree of
environmental pollution

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(M) 13. Refer to the figure below which shows the boundaries of the
Philippine International Treaty Limits (PITL) and the Philippine Area
of Responsibility (PAR).

What is the advantage of having an area of responsibility wider than

the national territory?
A. Incoming weather disturbances can be predicted in advance
hence precautions can be taken.
B. It will boost the country’s tourism as tourists will be interested in
the many rich natural resources found in the country.
C. There will be less natural disasters that will hit the country.
D. Wider area of study increases the possibility for meteorologists
to change the path of an incoming typhoon.

(M) 14. A lot of factors are needed for a tropical cyclone to form, develop,
and maintain its strength. Although typhoons can develop
throughout the year, which of the following seasons provides the
best condition for these weather disturbances to form?
A. During the cold, dry season from December to February
B. During the hot, dry season or summer from March to May*
C. During the rainy season from June to November
D. During the rainy season and cold, dry season from June to
February

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(T) 15. You and your family will fly to Cebu on July 11, 2013 to visit your
relatives. However, a day before the flight you heard from the news
that Typhoon “Huaning” has entered the Philippine Area of
Responsibility. You decided to check the PAGASA track of the
typhoon to be sure:

What is the appropriate action?

A. Make other plans for tomorrow; you’re sure that the flights to
Cebu will get cancelled anyway.
B. Pursue the earlier plan because it is apparent that the typhoon
will not make a landfall anywhere in the country.
C. Pursue the earlier plan but make sure to pack umbrella and
raincoats because rain showers are expected.
D. Re-book the flights as it is definitely not safe to fly when there is
a typhoon threat.

(T) 16. PAGASA has just issued Public Storm Warning Signal (PSWS) # 2
in your locality. Who among the following residents took the correct
precautionary measure?
A. Anna risked her flight to the North because of a very important
conference she needs to attend.
B. Carlos decided to go to work because there was no suspension
of work for the day. The place where he works is not prone to
flood but their locality is.
C. Jose continued his fishing job for the day and boarded his
seacraft.
D. Maria postponed the scheduled class field trip and disseminated
the information as early as possible.

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(T) 17. The damages left by the typhoon create even bigger problems to the
community and further weakens their adaptive capacity. All of the
following are measures that should be taken after a typhoon except:
A. Assist the physical and psychological rehabilitation of those who
suffered the effects of the disaster.
B. Improve the skills of staff in search, rescue, and retrieval
operations.
C. Mobilize funding sources to restore people’s means of
livelihood.
D. Reconstruct damaged infrastructure and other public utilities.

(T) 18. If you are a weather forecaster, which of the following is the best
way to deliver a rain forecast?
A. “About half an inch of rain can be expected.”
B. “It will most likely rain in the afternoon.”
C. “The rain will be heavy at times.”
D. “There is a 30% chance of rain.”

(T) 19. Through the National Disaster Risk Reduction Management Plan
(NDRRMP), it is hoped that the country will have “safer, adaptive
and disaster-resilient Filipino communities towards sustainable
development.” Which of the following activities does not support this
vision?
A. A forestry society strengthened their fight against illegal logging.
B. Many homeless families found relatively more decent
residences along river pathways.
C. News stations make use of social media to disseminate up-to-
date and accurate weather information and forecast quickly.
D. The local government conducted series of trainings to improve
skills in search, rescue and retrieval operations.

(T) 20. As a researcher for the Local Disaster Risk Reduction and
Management Office of your locality, you are tasked to assess the
risk of typhoons in your area and recommend plans of action. You
will develop a risk assessment plan and present it to the barangay
officials. What should you take into consideration when presenting
the plan to the barangay officials?
A. Presentation is based on data gathered from experiences and
success stories from other countries.
B. Presentation is concise and convincing, based on accurate data,
and includes practical recommendations.
C. Presentation is concise, visually appealing, and makes use of
appropriate graphics.
D. Presentation is elaborate and highly technical, and based on
accurate interpretation of data.

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Lesson 2.1: Formation and Development of Typhoons

With its frequency and degree, the damages it can bring, and the many
problems it has caused our country, “typhoon” is definitely something to think about
seriously. In what way do you think about typhoons? How closely have you paid
attention to their formation and development? the risks and hazards they can bring
to you and your family? Have you ever thought of finding a way to solve these
problems?

Let’s start this module by gathering your thoughts about typhoons.

Activity 1.1: Article Analysis

Read the article entitled Unusual Typhoon Leaves Southern Philippines Reeling
by clicking on the link provided below. The article presents an interesting foreign
perspective about a recent destructive typhoon that hit the Philippines.

Unusual Typhoon Leaves

Southern Philippines Reeling
By Peter Thomson
December 7, 2012

http://www.theworld.org/2012/1
2/unusual-typhoon-leaves-
southern-philippines-reeling/

Go back to the following statements from the article:

“But now forecasters are warning that Bopha (local name: Pablo) might take a
turn back toward land and hit the country again, farther to the north.”

“But typhoon Bopha seemed to come almost out of nowhere. It came outside of
the usual typhoon season and hit a part of the country that’s off the usual storm
track.”

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 1. In what ways is Typhoon Pablo (international name Bopha), which
hit the Southern part of our country on December 2012, unusual?
2. What is your “usual” idea of a typhoon? How do they form and
develop?

Again, go back to the article and pay closer attention to the following statements:

“It was the country’s strongest storm of the year when it hit earlier this week.
Combine that with a hilly landscape ravaged by mining and a population
unprepared for a storm, and the awful result is more than 400 dead, nearly as
many missing, and more than 300-thousand homeless.”

“The country’s interior minister pointed to allegations of illegal mining and

haphazard building on dangerous terrain, both of which are common in the
region.”

3. What do you think are the author’s reasons for saying that our
population is “unprepared for a storm?”

4. Why is our country very much exposed to the risks and hazards
of typhoons?

Pay close attention to this statement again taken from the article:

“Philippines president Benigno Aquino III visited the region on Friday and
promised to find ways to avoid a similar disaster in the future.”

5. Based from what you often hear or experience, how do we cope

with
disasters like this? How can we prepare for such calamities?

Activity 1.2: Eliciting Prior Knowledge through K-W-L Chart

What were your initial answers to the questions posed in the previous activity?

Summarize your answers to the questions, and your thoughts and ideas
regarding typhoons in the first column (What I Know) of the given K-W-L chart.
Then in the second column (What I Want to Know), write the questions you have
about typhoons that you want to find answers to as you go through this module.
Leave the third column (What I Learned) blank for now. Click on “Save” to save
your response.

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 TYPHOONS

What I Know What I Want to Know What I Learned

End of Explore
You gave your initial ideas on typhoons – formation and development, damaging
effects, and ways of managing and coping. You started to explore the answers to
the following questions:
 How do typhoons develop?
 Why are some areas more exposed to the risks and hazards of typhoons?
Let’s now find out what the answers are by doing the next part.

Your goal in this section is to learn and understand the formation and
development of typhoons. You will determine and relate the different factors that
are at work during its formation.

Activity 1.3: Getting to Know Important Terms about Typhoons

Part 1. Using Tag Galaxy

Get to know typhoon by looking at tags and photos related to it. Go to this site:
http://taggalaxy.de/

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 Enter as Initial Tag the word
TYPHOON.

Select the “planets” which bear

the words / terms that you think
are relevant to your study of
typhoons.

Exercise 1.1

Write all the terms and words that you gathered in a vocabulary journal:

VOCABULARY JOURNAL: TYPHOONS

Term / Word / Concept Definition / Meaning / Importance

Process Question:

From all the terms/words/concepts you gathered, what is your own

definition of a typhoon?

Part 2: Using Station Models and Weather Updates

Add more terms to your vocabulary journal on typhoons by looking at station

models and severe weather updates. The terms used in weather forecasts are
very important in understanding typhoons.

Go to this website:
http://www.hpc.ncep.noaa.gov/ht
ml/stationplot_printer.html

Sample Station Model

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 Go to this website:
http://weather.com.ph/weathertv/mr-
typhoons-special-coverage-on-
typhoon-soulik-huaning-fri-july-12-2013

Severe Weather Update

Weather Forecast

Add to your vocabulary journal the new terms and words that you gathered from
the two websites:

VOCABULARY JOURNAL: TYPHOONS

Term / Word / Concept Definition / Meaning / Importance

Before you move on to the next activity, you may want to check your vocabulary
journal and see if these terms are already clear to you:

 Weather  Monsoon
 Wind  “Developing System” in the
 Wind Speed (in km per hour or Western Pacific Ocean
kph)  Ocean Heat Content (OHC)
 Pressure  ITCZ (Intertropical Convergence
 Rain Zone)
 Thunderstorm  LPA (Low Pressure Area)
 Storm Surge  Typhoon Track
 Sky Cover / Cloud Cover
 Landfall

Activity 1.4: Net Exploration – Learning How Typhoons Form

Part 1. Basics of Typhoon and Typhoon Formation

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Try to answer the questions on your own, then click on the provided links to get
the correct answers and to learn more:

1. What is a hurricane, a typhoon, or a tropical cyclone?

http://www.aoml.noaa.gov/hrd/tcfaq/A1.html
http://factsanddetails.com/world.php?itemid=1317&catid=52&subcatid=32
7

2. What is a tropical disturbance, a tropical depression, or a tropical storm?

http://www.aoml.noaa.gov/hrd/tcfaq/A5.html

3. What are the conditions for a tropical cyclone to form?

http://www.aoml.noaa.gov/hrd/tcfaq/A15.html
http://factsanddetails.com/world.php?itemid=1317&catid=52&subcatid=32
7

4. What is the eye? How is it formed and maintained?

http://www.aoml.noaa.gov/hrd/tcfaq/A11.html

5. Can a tropical cyclone weaken and “die?” How?

http://weather.com.ph/index.php?url=typhoon/climatology

Part 2. Animated Guide to the Formation of Typhoons

Watch the interactive animation found in the link below. Answer the questions
that follow:

http://news.bbc.co.uk/2/hi/science/nature/4183344.stm - animated guide: typhoon

Process questions:
1. What creates a low pressure area (LPA)? Why is LPA associated
with the formation of typhoons?
2. Once a tropical cyclone forms, how does it develop into a
typhoon?
3. If a typhoon hits land, what are the effects?
4. How do landforms and bodies of water affect the formation of
typhoons?

Activity 1.5: Self-Assessment – 3-2-1 Chart

It’s now time for you to do an assessment of your progress in this module.
Accomplish this 3-2-1 chart then send to your teacher through the OHSP portal.

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 3 Things You Learned

2 Things That Need to be Clarified

1 Thing You Want to Explore More

Activity 1.6: Getting Updated: PAGASA and its Activities

The Philippine Atmospheric, Geophysical and Astronomical Services

Administration (PAGASA) is a national institution tasked by the
government to monitor and 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 and in support of economic, productivity,
and sustainable development.
Click on the PAGASA website to learn more about their activities:
http://www.pagasa.dost.gov.ph/

Exercise 1.2

Complete the cluster web below to create a visual picture of the activities and
services of PAGASA:

Focused Listing:

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How can we as Filipino citizens maximize the use of the services provided by
PAGASA? Make a listing of the different ways.

End of Firm-Up
In this section, the discussion was all about the formation and development of
typhoons.

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision?

Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.

Let’s deal with these questions more deeply in the next section.

Now that you understand the basic requirements in the formation of

typhoons, your goal in this next section is to look at various factors that affect this
formation and development. You’ll also try to focus more on the typhoons that hit
the Philippines.

Activity 1.7: Situation Analysis

Read carefully the situations given below. Then answer the questions that follow.

Situation 1:

Below is a Weather Advisory for Low Pressure Area issued by the National
Disaster Risk Reduction and Management Council (NDRRMC) on August 8,
2013:
Source: http://www.ndrrmc.gov.ph/attachments/article/1064/04081202.PDF

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 Process Questions:

1. Describe the situation 110 km East of Hinatuan, Surigao del Sur.

2. Explain why heavy rains and thunderstorm can be expected over
Palawan, Visayas, and Mindanao.
3. Can this weather system possibly develop into a tropical cyclone? a
typhoon? Justify your answer.

Situation 2:

Meteorological History of Typhoon Pepeng (International name: Parma)

On September 26, 2009, the Joint Typhoon Warning Center (JTWC) started to monitor
an area of convection that was located about 445 km (275 mi), to the southeast of
Guam. The system had an elongated low-level circulation center with convection
developing around the center. Analysis showed that the system was located in an area
of low vertical wind shear and had a good poleward outflow into a tropical upper
tropospheric trough. During the next day, convection started to consolidate before both
the Japan Meteorological Agency (JMA) and the JTWC initiated advisories on the
system, with the JTWC designating it as Tropical Depression. After being classified, the
depression remained weak and poorly organized. On September 28 however, the

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JTWC reported that the depression had intensified into a tropical storm despite it
remaining poorly organized, and acquired the name Parma. During its landfall in
the Philippines, Parma began to travel northwest towards China. It suddenly slowed
down (due to interactions with Typhoon Melor) rendering it stationary. Surprisingly, it
began to retreat back to mainland Philippines making a second landfall. After
regaining some strength, it began to travel westward towards Vietnam.

Process Questions:

1. Describe the conditions that led to the development of Typhoon Parma

(Pepeng).
2. What were the unusual (and surprising) conditions experienced during
the onslaught of Pepeng? Why are these possible?

Situation 3:
Forecast for Typhoon Utor (Local name: Labuyo)

Utor has accelerated and weakened slightly as the northwestern periphery of the
system began to interact with Luzon Island, causing a disruption of the surface
circulation. After weakening over the Philippines, Utor is expected to re-
strengthen in the South China Sea before making landfall in southern
China. These areas were hit hard by Mangkhut and Jebi.

The system will weaken considerably over the next 12 hours as it tracks over the
terrain of Luzon, before emerging into the South China Sea. Favorable
environmental conditions will allow steady intensification after the next 36 hours.
The cyclone is expected to make landfall west-southwest of Hong Kong, and
begin a rapid dissipation.
Source: http://thewatchers.adorraeli.com/2013/08/11/red-alert-issued-as-super-typhoon-utor-
made-landfall-in-philippines/

Process Question:

1. Evaluate the forecast given. Why is it possible for a typhoon to weaken,

then re-strengthen?

Go back to your analysis of the three situations. What can you generalize about
the formation of typhoons? How do typhoons develop?

Activity 1.8: Learning How Landforms and Bodies of Water Affect the
Formation of Typhoons

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 The Philippines has a tropical marine climate dominated by a rainy
season and a dry season. Northeast monsoon (Amihan) is experienced
from November to April and southwest monsoon (Habagat) from May to
October. Monsoon rains, although hard and drenching, are not normally
associated with high winds and waves. But the Philippines does sit
astride the typhoon belt, and it suffers an annual onslaught of dangerous
storms from July through October.

The existing weather conditions in the Philippines are not only affected
by its latitudinal location, but also by landmasses and bodies of water
that surround its groups of islands.

Given below is a map of the Philippine islands. Locate each of the regions that
will be discussed.

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 1. Mindoro, Negros, Palawan, and the western part of Luzon are regions
bounded inland by mountain ranges while located on their western side is
the Indian Ocean.

How do you think this affects rainfall and typhoon in the area?

The blowing Northeast Monsoon is blocked by the mountain ranges. However,

the Southwest Monsoon blows freely over them, and this can give them plenty of
rainfall. From November to April, these areas experience dry season. From May
to October, it is rainy season, and they are also open to hurricanes that will form
over the Atlantic Ocean.

2. Places located at the Eastern Coast of the Philippines like the eastern part
of Cagayan, Isabela, Aurora, Quezon, Catanduanes, Sorsogon, Eastern
Albay; eastern and northern part of Camarines Norte and Camarines Sur;
northern and Eastern Samar, southern Leyte; and eastern Mindanao are
all exposed to the Philippine Sea.

How do you think this affects rainfall and typhoon in the area?

The Northeast Monsoon freely blows over them, bringing them cold winds and
some rains. The air masses that blow over this region are wet as they collect
moisture when they pass over the neighboring seas.

3. Western Cagayan, western Isabela, Nueva Viscaya, eastern Mountain

Province, Southern Luzon, Masbate, and Mindanao are regions trapped in
the middle of mountain ranges. They are situated on the west of the
mountain ranges in the eastern part of the country. They are also situated
at the east of the mountain ranges in the western part of the country.

How do you think this affects rainfall and typhoon in the area?

The air masses that reach them are dry. The mountain ranges scrape off much of
the moisture in the wind or totally block the wind, and the moisture from the air
masses has already been precipitated over the eastern and western coastlines.

4. Batanes, Northeastern Luzon, the western part of Camarines Norte, and

Camarines Sur, western Albay, eastern Mindoro, Marinduque, western
Leyte, northern Cebu, northern Negros, and most of the southern, central,
and northern Mindanao are areas located in the inner middle part of the
archipelago, but are open to inland bodies of water (big open seas).
Forested mountain ranges are found within the boundaries of these
places.

How do you think this affects rainfall and typhoon in the area?

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There is no dry season in these places and no heavy rainfall. The trees in the
forest give off a lot of water vapor in the atmosphere when they transpire adding
a lot of moisture. The forests block off the moisture-laden air masses that have
passed over the big open seas scraping much of their moisture.

(Source:
http://www.mongabay.com/reference/country_studies/philippines/GEOGRAPHY.
html; Science Links Grade 8, Rex Book Store Inc.)

Activity 1.9: Data Analysis

You are now familiar with the climate and weather systems in different
parts of the Philippines. However, do they still hold true today? Are they still
the weather systems and climate experienced by the areas? Or irregularities
exist? Why do you think so?

Why does rain fall more frequently nowadays? Why are typhoons more
frequent and violent? Why do typhoons hit areas that are not normally hit?

To start finding answers to that, examine the following data:

Data # 1:

Table 1
Change in the number and percentage of typhoons in categories 4 and 5 for the 15-year periods
1975–1989 and 1990–2004 for the different ocean basins.

Source: Webster et al, 2005, http://www.sciencemag.org/content/309/5742/1844.full

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 Questions: What do you notice? What is the trend?

Data # 2:

Fig 1. Running 5-year mean of SST in the principal ocean basins: the North Atlantic Ocean
(NATL), the Western Pacific Ocean (WPAC), the East Pacific Ocean (EPAC), the Southwest
Pacific Ocean (SPAC), the North Indian Ocean (NIO), and the South Indian Ocean (SIO)
(Source: Webster et al, 2005, http://www.sciencemag.org/content/309/5742/1844.full)

Questions:
Is the average sea surface temperature (SST) of the different ocean
basins increasing or decreasing?

In which years did it show continuous or steady increase?

How can you relate this to data # 1?

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Data # 3:

Fig 2. The record of global average temperatures compiled by NASA’s Goddard Institute for
Space Studies. The “zero” on this graph corresponds to the mean temperature from 1961-1990,
as directed by the Intergovernmental Panel of Climate Change (IPCC).
(Source: http://ete.cet.edu/gcc/?/resourcecenter/slideshow/3/1)

Questions:
What is the trend in global average temperatures?

How can you relate this to Data #2 and #3?

Read also the article found in this link:

http://news.nationalgeographic.com/news/2005/08/0804_050804_hurricanewarm
ing.html - Is Global Warming Making Hurricanes Worse?

Exercise 1.3

After going through the data and the article, accomplish this worksheet. Submit to
your teacher through the OHSP system.

Situation/Problem:

Analysis of Data:

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Conclusion/Generalization:

End of Deepen
In this section, the discussion was about the different factors that affect the
formation and development of tropical cyclones and typhoons. The activities
should give you new insights to answer the question: How do typhoons
develop?

What new realizations do you have about the topic? What new connections
have you made for yourself?

Now that you have a deeper understanding of the topic, you are ready to
move on to the next lesson.

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Lesson 2.2: Managing the Effects of Typhoons

Now that you have gone through series of activities to better understand how
typhoons form and develop, you are ready to answer more questions about
typhoons. Important questions such as: Why are some areas more exposed to
the risks and hazards of typhoons? How can our understanding of typhoons
help us prepare for such calamities? These are what you are going to answer
as you go through this lesson.

Let’s start this lesson by looking at the damaging effects brought by typhoons and
how prepared (or unprepared) we are to face them.

Activity 2.1: News Clip Analysis (Discussion Forum)

Read the news article found in this link:

'Sendong' among deadliest cyclones to

enter PHL in 12 years
By Andreo Calonzo, GMA News
December 18, 2011

http://www.gmanetwork.com/news/story/2
42058/news/nation/sendong-among-
deadliest-cyclones-to-enter-phl-in-12-
years

After reading, answer the following questions:

1. What were the damaging effects of Typhoon Sendong to Cagayan de Oro
and Iligan cities?
2. What were identified as reasons for the high death toll?
3. Do you think the great loss of lives and properties during and after
Typhoon Sendong could have been prevented? How?
4. How can we make ourselves prepared for typhoons?

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Summarize your answers to these questions and post them in the discussion
board of the OHSP system.

Read your classmates’ answers and make comments too.

End of Explore
You just tried finding out the risks and hazards associated with typhoons and
how we can be better prepared for such.
Let’s now learn more about managing the effects of typhoons in the next part.

Your goal in this section is to infer why the Philippines is prone to

typhoons. You will also learn some skills in tracking a typhoon. The
information you will learn and the skills you will acquire should enable you
to be more prepared for typhoons, and eventually contribute to a more
“disaster-resilient” country.

Activity 2.2: Profiling Major Typhoons that Hit the Philippine Area of
Responsibility

Make a profile of what you think are the Top Five Worst Typhoons that hit our
country.

This is a suggested format. You can add more information to enrich the profile:

Typhoon Name (Local and

International)
Date
Location
Strength
Death Toll
Damage
Comments/Remarks

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Refer to the following websites for information:
http://kidlat.pagasa.dost.gov.ph/cab/tc_frame.htm - important data about the
typhoons that hit the Philippines

http://typhoon2000.ph/archives.htm - archive of typhoon records

Questions for Reflection:

What can we learn from our bad experiences from typhoons in the
past?

How can our understanding of typhoons help us prepare for such

calamities?

Activity 2.3: Inferring Why the Philippines is Prone to Typhoons

Review your previous lesson about where tropical cyclones form. Refer to this
diagram that illustrates the origin of many tropical cyclones (most of which grow
into typhoons) in the world:

http://weather.com.ph/index.php?url=typhoon/climatology

Guide Questions:
1. The highest percentage of tropical cyclones form over what area?
2. If the cyclone that forms over this area grows into a typhoon, what

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 is the direction of the movement?
3. Based from the direction of its movement, what countries will
often be hit?
4. Why do you think the Philippines is very prone to typhoons?

Aside from our geographical location, what else are the factors that you think
contributes to our increased risk and hazards to typhoons? Why are some areas
more exposed to the risks and hazards brought by typhoons?

Read this excerpt to confirm your thoughts. This is an excerpt from the Climate
Change Assessment for Sorsogon, Philippines done by United Nations Human
Settlements Programme (UN-HABITAT). Though the excerpt mainly talks about
climate change, many insights about our country’s risks to typhoons and floods
can be gathered.
If you wish to read the full article, you can download the file from this website:
http://www.scribd.com/doc/44375263/SORSOGON-CLIMATE-CHANGE-
ASSESSMENT

The Impacts Of Climate Change In The Philippines

The physiographic and geophysical characteristics of the Philippines make

the country highly vulnerable to climate change. With a total coastline of
36,289 kilometers, 70% of the cities/municipalities depend on coastline and
marine ecosystems as a source of livelihood. National estimates show that
82.5% of the entire population of the Philippines are at risk to tropical
cyclones, flooding and storm surge.

Using information from the 2003 official statistics, about 14.9 million
homes are vulnerable to the impacts of climate change as they have
structures with roofs and/or walls that are either make-shift or made of
substandard materials, and are also non-engineered. These homes are
unlikely to withstand the impacts of stronger typhoons or storm surges. In
1992 the National Mapping and Resource Information Authority of the
Philippines estimated that a sea level rise (SLR) of 100 cm will inundate a
total area of 129,114 ha affecting approximately two million people. This was
projected using topography as the sole basis for evaluation. Given that sea
level rise would also increase the level of storm surges, it is predicted to
increase risk of many more people to flooding. Changes in tides as well as salt
water intrusion into surface and ground water may affect the amount and
quality of water supply. In urban centres, the impacts of sea level rise are
compounded by ground subsidence due to over-extraction of ground-water
for domestic and industrial use (Rodolfo and Siringan, 2006).

The agriculture sector of the Philippines is projected to be greatly

vulnerable to climate change especially due to the increased occurrences of
El Nino Southern Oscillation (ENSO) and La Nina events, bringing drought
and extreme rainfalls respectively. The 1997-1998 El Nino caused a drop in

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 GDP by 6.6% in agricultural production and in construction and
construction-related manufacturing by 9.5%. The 2008 Labour Force Survey
estimated 11.8 million workers along with their families and dependents, in
agriculture, forestry and fisheries were affected by extreme weather events.
Twenty percent (20.6%) of fishponds dried out in the 1998 El Nino. These
impacts on agriculture create more pressure to the urban areas not only in
food security but also in accommodating alterations in livelihood/income
source and settlement patterns. The rural to urban migration pattern is
predicted to increase considering the latter. Higher population densities spell
higher vulnerability to climate change. As it is now, 60% of the Philippine
population is concentrated in cities and the national urbanization rate is
3.4%. Climate change impacts are expected to bring added pressure for the
urban environment with respect to sustainable land use, infrastructure,
access to potable water and health services, and waste management,
among others.

Activity 2.4: Determining the Boundaries: Philippine Area of Responsibility

Study the figure below which shows the boundaries of the Philippine Area of
Responsibility (PAR) and the Philippine International Treaty Limits (PITL). The
PITL defines the national territory – the islands, the waters, and the submarine
areas that make up the Philippine archipelago. Answer the questions that follow:

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 Questions:

1. Which has a larger area – the PAR or the PITL?

2. By how many degrees is it wider at the eastern boundary?
3. What is the advantage of having an area of responsibility wider than the
national territory?
4. What would be the disadvantage if the boundary of the area of
responsibility were only as wide as or were less wide than the international
treaty limits?

To know more about PAR, click on the following:

http://kidlat.pagasa.dost.gov.ph/cab/tc_frame.htm

The PAGASA starts tracking a tropical cyclone the moment it enters the PAR.
Once a tropical cyclone is located, PAGASA can tell which areas are likely to be
affected by it in the next 24 hours. The agency is also responsible for issuing
warning signals to these areas.

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What is the importance of knowing the storm warning signals?

The system of warning signals used by PAGASA, as well as the precautionary

measures that need to be taken are found in this link:

http://kidlat.pagasa.dost.gov.ph/genmet/psws.html - the Modified Philippine

Public Storm Warning Signals

Activity 2.5: How to “Plot” Typhoons

You will now learn how to track tropical cyclones. This will help you know and
understand where a tropical storm or a typhoon is going to strike.

The step-by-step procedure on how to do it is provided in the link below:

http://www.typhoon2000.ph/TCGuide.htm

Summary of steps:
1. Download and print the blank Philippine Tropical Cyclone Chart (in Adobe
Acrobat file):
http://www.typhoon2000.ph/plotting/Ty2000Chartnew.pdf

2. Get the latest tropical cyclone information from your chosen agency (e.g.
PAGASA, JTWC, JMA) thru websites, radio, TV, print or other sources.

3. Start plotting the present storm. For this exercise, you will track: Super
Typhoon Rosing (Angela) of November 02, 1995. Click on the link to get
sample data information:
http://www.typhoon2000.ph/plotting/exerplot.gif
4. Plot the coordinates, and then pinpoint the precise location of the typhoon.
For tutorial, click on the following flash animation:
http://www.typhoon2000.ph/plotting/howtotrak.html

5. After plotting the exact position of the storm, you must also plot the forecast
positions as well as the past positions of the storm - for you to know where
and when the storm will strike. Don't forget to add the date, wind speed and
the line connecting the points.
6. Check your work by comparing it to the finished tracking chart for Typhoon
Rosing found in this link:
http://www.typhoon2000.ph/plotting/sampleplot.html

Activity 2.6: Tracking a Tropical Cyclone

(learning activity developed by UP NISMED)

What to do:

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1. Read the following news excerpt, reproduced from the Manila Bulletin, May
13, 2006 issue. (Any news clipping that contains similar information may be
used.)

Caloy to bring more rains, winds to Greater Luzon 
“Caloy” (International codename: Chanchu) is maintaining direction and 
strength, threatening to bring heavy rains and gusty winds to the the Greater Luzon 
area, including Metro Manila, in the next few hours, the Philippine Atmospheric, 
Geophysical, and Astronomical Services Administration (PAGASA) yesterday said.  
 
According to PAGASA bulletin issued at 4 p.m. yesterday, “Caloy” was located at 
60 kilometers (km) northeast of Romblon. It maintained winds of 95 kilometers per 
hour (kph) with gusts reaching 120 kph. It is expected to be at 150 km southwest of 
Iba, Zambales by this afternoon. By tomorrow afternoon, “Caloy” is expected to be 
at 550 km west of Dagupan. Signal No. 2 has been raised over Southern Quezon, 
Batangas, Marinduque, Mindoro provinces, Romblon, and Burias island.  
 
“Caloy”, the third tropical cyclone to enter the Philippine Area of Responsibility 
(PAR) for this year, was initially detected as a low pressure area on the east of 
northern Mindanao but intensified two days after it was spotted by the weather 
bureau. 

2. Based on the news item, trace the path of “Caloy” across the country. In what
direction was it moving?

3. Plot the day-to-day location of “Caloy” on the map of the Philippine Area of
Responsibility using the given data (tracking information).

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 Day  Time (UT)  Latitude (°)  Longitude 
(°) 
May 8, 2006  18:00  8.6 N  135.2 E 
9  00:00  8.1 N  133.3 E 
9  06:00  8.1 N  132.5 E 
9  12:00  8.4 N  131.9 E 
9  18:00  8.6 N  131.4 E 
10  00:00  9.1 N  130.7 E 
10  06:00  9.6 N  129.6 E 
10  12:00  9.8 N  129.1 E 
10  18:00  10.3 N  128.8 E 
11  00:00  10.9 N  128.1 E 
11  06:00  11.4 N  126.8 E 
11  12:00  12.2 N  125.9 E 
11  18:00  12.4 N  124.6 E 
12  00:00  12.8 N  123.7 E 
12  06:00  13.0 N  122.6 E 
12  12:00  12.9 N  121.8 E 
12  18:00  12.7 N  121.2 E 
13  00:00  13.4 N  120.6 E 
13  06:00  13.8 N  119.4 E 
13  12:00  13.9 N  118.9 E 
13  18:00  13.9 N  118.3 E 
14  00:00  13.7 N  117.5 E 
14  06:00  13.9 N  116.5 E 
14  12:00  13.9 N  115.9 E 
14  18:00  13.8 N  115.4 E 
15  00:00  14.1 N  115.3 E 
15  06:00  14.8 N  115.2 E 
15  12:00  15.4 N  115.2 E 
15  18:00  16.2 N  115.1 E 
16  00:00  16.9 N  114.8 E 
16  06:00  17.7 N  114.8 E 
16  12:00  18.8 N  115.1 E 
16  18:00  19.5 N  115.4 E 
17  00:00  20.4 N  115.6 E 
17  06:00  21.3 N  116.0 E 
17  12:00  22.5 N  116.5 E 
17  18:00  23.4 N  117.0 E 
18  00:00  24.5 N  118.1 E 
18  12:00  26.9 N  120.5 E 

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4. Study the plot that you made and answer the following questions:
a. Where did “Caloy” start to form?
b. Which province was first hit by “Caloy”? (In weather forecasts, the term
“landfall” refers to the place where the tropical cyclone first hits land.)
c. After its formation, in what direction did “Caloy” move? Did it keep on
moving in the same direction?
d. Where did it end up?

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How can our understanding of typhoons help us prepare for such
calamities?

End of Firm Up:

In this section, the discussion helped you determine why the Philippines is
prone to typhoons and how we can track a typhoon.

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision?

Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.

Now that you have acquired the necessary knowledge and skills, you
are ready to make an assessment of the vulnerability of an area to typhoons.
Be guided by these questions: Why are some areas more exposed to the
risks and hazards of typhoons? How can our understanding of typhoons
help us prepare for such calamities?

Activity 2.7: Risk and Hazard Assessment

Part 1. National Disaster Risk Reduction and Management

The enactment of Republic Act 10121 otherwise known as the

Philippine Disaster Risk Reduction and Management Act of 2010 has
led to a paradigm shift from just disaster preparedness and response to
disaster risk reduction and management (DRRM).

A National Disaster Risk Reduction and Management Plan (NDRRMP)

for 2011-2028 specified various activities that are aimed at
“strengthening the capacity of the national government and the local
government units (LGUs) together with partner stakeholders, to build
the disaster resilience of communities and to institutionalize
arrangements and measures for reducing disaster risks, including

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 projected climate risks and enhancing disaster preparedness and
response capabilities at all levels.”

Through the NDRRMP, it is hoped that the country will have “Safer,
adaptive and disaster resilient Filipino communities towards
sustainable development.”

This will be achieved through the four distinct priority areas, namely:
(a) Disaster Prevention and Mitigation;
(b) Disaster Preparedness;
(c) Disaster Response; and
(d) Disaster Recovery and Rehabilitation.

Click the following link and find the different projects and activities outlined in the
NDRRMP: http://www.dilg.gov.ph/PDF_File/resources/DILG-Resources-
2012116-420ac59e31.pdf

Exercise 2.1:

Enumerate the activities related to the hazards of typhoons in the following

priority areas:

Disaster Prevention and Mitigation

Disaster Preparedness

Disaster Response

Disaster Recovery and Rehabilitation

Part 2. Your Turn to Assess Risks and Hazards

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In this activity, you are challenged to identify an area’s risk and hazards to
typhoons. You will determine the impact of these hazards and propose actions to
prevent dangers.

Procedure:
 Review your understanding of risk, hazard, exposure, vulnerability, and
disaster management.
 Choose an area that you would like to assess.
 Visit the area and observe the surroundings. Identify at least 5 hazards
related to typhoon in that area.
 Determine who and what will be affected by each hazard.
 Identify ways to eliminate the hazard, control the hazard, and protect the
community from the hazard.
 Make a simple sketch of the area you chose, indicating the location of the
hazards you have identified.

Exercise 2.2:

Complete the worksheet and map:

Hazard Assessment Worksheet

Identified Possible Effect Strategy

Hazard Cause People Property
Ex. landslide Slope Residents Houses and Reinforce the
instability, near the area other slope
heavy rainfall structures at Plant trees to
the bottom of prevent
the slope erosion

Map of Assigned Area:

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Activity 2.8: Forecasting a Typhoon

Now, it’s time for you to create your very own typhoon forecast.

Given is the track of the recent typhoon Ofel (International name: Son-Tihn).
Click on the following links:

http://weather.unisys.com/hurricane/w_pacific/2012/SON_TINH/track.gif -
track of typhoon Ofel

http://www.typhoon2000.ph/24W12_log.htm - storm log for typhoon Ofel

Based on the given information, prepare a comprehensive forecast for the

typhoon using appropriate charts and diagrams.

Then, recommend safety measures for those who may possibly be affected by
the typhoon.

Activity 2.9: Affirming New Knowledge through K-W-L Chart

You are almost done with this module. What have you learned so far about
typhoons? How would you answer the following questions: How do typhoons
develop? Why are some areas more exposed to the risks and hazards of
typhoons? How can our understanding of typhoons help us prepare for
such calamities?

Summarize your answers in the last column (What I Learned) of this K-W-L
chart. Click on “Save” to save your response.

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 TYPHOONS

What I Know What I Want to Know What I Learned

SAVE
End of Deepen
In this section, the discussion was about the risks and hazards associated with
typhoons. The activities should give you new insights to answer the following
questions: Why are some areas more exposed to the risks and hazards of
typhoons? How can our understanding of typhoons help us prepare for such
calamities?

What new realizations do you have about the topic? What new connections have
you made for yourself?

Your goal in this section is apply your learning to real life situations. You will
be given a practical task which will demonstrate your understanding.

Activity 2.10: Transfer Task: Assessing the Risk and Hazards of Typhoon

For years, disaster risk reduction in the Philippines has placed more
emphasis on disaster preparedness and response, and not so much in
identifying the hazard-prone areas and other factors that contribute to
TASK people’s exposure to disasters. Now, the focus shifts to enhancing the
capacity of the community to cope with the threats and hazards of
typhoons.

As a researcher for the Local Disaster Risk Reduction and

Management Office of your locality, you are tasked to assess the risk of
typhoons in your area and recommend plans of action. You will develop

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 a PowerPoint presentation for your risk assessment plan and present it
to the barangay officials.

Your presentation will be evaluated based on quality of data gathered

and interpreted, practicality of recommendations, and effectiveness of
presentation.

RUBRIC: Presentation

CRITERIA Outstanding Satisfactory Developing Beginning

4 3 2 1

Convincingly Adequately Discusses the Superficial

Use of scientific discusses, discusses, risks and discussion of
data based on rich based on hazards of the risks and
and elaborate accurate typhoons in the hazards of
scientific data, scientific data, area, but with typhoons in the
the risks and the risks and minimal use area, and with
hazards of hazards of and reference very few or
typhoons in the typhoons in the to scientific almost no
area area data reference to
scientific data

Recommende Recommende Recommende Recommende

Practicality of d plans of d plans of d plans of d plans of
recommendati action are action are action reflect action reflect
ons based on based on some flawed lack of
careful and in- correct analysis and understanding
depth analysis of the area’s incomplete of the area’s
of the area’s risks; understanding risks;
risks; recommendati of the area’s recommendati
recommendati ons are realistic risks; ons are not
ons are and practical recommendati realistic and
original, highly ons are not not practical
practical, and very realistic
innovative and practical

Information are Information are Some Information are

Effectiveness of presented presented information are not presented
Presentation clearly, clearly, in a not presented clearly; lack of
concisely, and logical clearly; some logical
in an sequence, ideas appear organization of
interesting using both texts “hanging” and ideas
sequence, with and irrelevant presented;
a balanced illustrations; because Background,
mix of texts Background, sequence is graphics,
and graphics, not logical; animations

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 illustrations; animations Background used are
Background, used are and some inadequate,
graphics, appropriate graphics and inappropriate,
animations and support animations and
used are highly the content of used are distracting,
appropriate the inappropriate; making the
and enhance presentation some do not presentation
the support the difficult to
presentation content and understand
may lead to
confusion and
distraction.

Activity 2.11: Sharing your Story (Typhoon Blogs)

Everybody loves stories. You not only get entertained, you learn so much as well.

Take this opportunity to share your own story about typhoons.

For this activity, you need to accomplish three things:

First, write an account of your unforgettable experience about typhoons and the
things you learned from it.

Second, upload your story to the OHSP portal.

Third, wait for your other classmates to upload theirs. Read at least two other
stories and leave a comment for each.

End of TRANSFER:

In this section, your task was to assess the risk and hazards of a typhoon in your
area.

How did you find the performance task? How did the task help you see the real
world use of the topic?

You have completed this lesson. Before you go to the next lesson, you have to
answer the following post-assessment questions.

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POST-ASSESSMENT:

It’s now time to evaluate your learning. Click on the letter of the answer that
you think best answers the question. Your score will only appear after you answer
all items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.

(A) 1. A typhoon has the following characteristics,

except_________________.
A. a lot of rain
B. forms in cold waters
C. high winds
D. low pressure centers

(A) 2. Intertropical Convergence Zone (ITCZ), low pressure areas, and

warm sea surface temperature all contribute to the formation of
A. dry spells
B. typhoons
C. monsoon rains
D. tornadoes

(A) 3. How can warm waters surrounded by cold conditions lead to the
formation of a typhoon?
A. It leads to the formation of a low pressure area which is needed
in forming typhoons.
B. It leads to the formation of a high pressure area which is needed
in forming typhoons.
C. It leads to the formation of two areas with equal pressure.
D. It leads to the formation of two areas with equal pressure that
prevents movement of typhoons.

(A) 4. The area where Thor lives is sandwiched by a mountain range 2

kilometers from the west, and the sea which is about a kilometer
away. When typhoons originate from the west, they barely get
affected, but if the weather disturbance came from the east, they
almost always deal with strong winds and floods. Why is this so?
A. Cold air produced by trees from the mountains weakens the
incoming typhoons headed towards the village.
B. Typhoons in tropical countries would always follow a west to
east route.
C. Mountains have the ability to deflect bodies of air; thus, the area
is not affected by typhoons from the west.

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 D. Typhoons cannot possibly originate west of their area as there is
no body of water from that direction.

(A) 5. On October 18, 2010, Typhoon Juan made landfall over Isabela. By
noon of the same day, it passed through the Sierra Madre Mountain
Range. Later during the day, the typhoon hit the South China Sea. If
you are to predict what will happen to the typhoon given these
situations, what will be the most likely prediction?
A. Typhoon Juan is expected to gain intensity as it approaches the
Sierra Madre Mountains. It will eventually weaken and dissipate
over the South China Sea.
B. Typhoon Juan is expected to weaken as it passes the Sierra
Madre Mountains. When it hits the South China Sea, it is
expected to gain intensity.
C. Typhoon Juan will continue to gain strength as it passes through
different areas within the Philippine Area of Responsibility.
D. Typhoon Juan will weaken and eventually dissipate as it goes
out of the Philippine Area of Responsibility.

(A) 6. Typhoon Maring is the thirteenth typhoon to hit the country this
2013. You learned from your teacher that countries near the equator
– like the Philippines – would usually have around twenty typhoons
during the rainy season. The best reason for this is that
A. Equatorial countries are those that are usually in the route of
typhoons that move from east to west.
B. Equatorial countries are those that are usually in the route of
typhoons that move from west to east.
C. Our country is an archipelago, typhoons are likely to form in the
waters in between the lands.
D. The temperature is conducive to forming typhoons as water from
the surrounding seas get evaporated.

(A) 7. The figure below shows where all the tropical cyclones in the world
form. Locate the Philippines and use the given information to infer
why the country is prone to typhoons.

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 Which of the following best explains why the Philippines is prone to
typhoons?
A. The highest percentage of tropical cyclones form over the
Philippine Sea and Western Pacific Ocean.
B. The Philippines is located near the equator and sits astride the
typhoon belt.
C. The Philippines is located near the Pacific Ocean where all
tropical cyclones form.
D. Typhoons originating from the South Pacific Ocean directly hit
the Philippines.

(A) 8. Based on the given tracking data of Typhoon Ondoy, in what areas
will the typhoon be expected to move?

A. Aurora, Quezon, Manila

B. Batanes, Cagayan, Isabela
C. Davao, Negros Oriental, Palawan
D. Eastern Samar, Masbate, Laguna

(M 9. The graph below shows the global mean temperature, tropical

) Atlantic Sea surface temperature (SST), and raw hurricane counts
over the past century:

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 Based on the data, what can be generalized about the relationship
of global mean temperature and SST to the formation of tropical
cyclones that can later develop into hurricanes or typhoons?
A. Increasing global temperature and warm SST influence the
formation of tropical cyclones.
B. Much of the tropical cyclones like hurricane and typhoon formed
and developed during the 20th century.
C. The formation of hurricanes and typhoons is affecting the
condition of the atmosphere and the oceans.
D. Tropical cyclones like hurricanes and temperatures form and
develop in the ocean surface.

(M 10 The table below shows the change in the number and percentage of
) . typhoons in categories 4 and 5 for the 15-year periods 1975–1989
and 1990–2004 for the different ocean basins:

Below is a record of global average temperatures from 1880 to

2000.

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 How can the two given data best interpreted?
A. Global average temperature and number of typhoons changed
from 1900 to 2000.
B. Much of the increase in typhoon count came in the 1990’s along
with the steady increase in global temperature.
C. The global average temperature and number and intensity of
typhoons have decreased at different periods over the past
century.
D. The number of typhoons generally increased since the 1970’s.

(M 11 Given this data, what is the likely effect of global warming to the
) . formation of typhoons and hurricanes?
A. Less typhoons and hurricanes
B. Less typhoons and hurricanes and increased drought
C. Longer rainy and wet season and shorter dry season
D. More frequent and more violent typhoons and hurricanes

(M 12 When assessing the vulnerability of an area to typhoons, why do you

) . think the following risk maps are used?

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 A. An area’s vulnerability to typhoon can be determined by its
geographical location, human activities, and residents’
preparedness and capacities.
B. An area’s vulnerability to typhoon depends on its location on the
map, the human development index, and the number of urban
centers.
C. An area’s vulnerability to typhoon depends on its proximity to the
ocean, its temperature, and the presence of landmasses in the
area.
D. An area’s vulnerability to typhoon is determined by the
temperature in the area and its geographical location and
features.

(M 13
) .

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 The image above taken from the website Typhoon2000.com tracks
the movement of a typhoon. Such images are also shown in the
news. The following can be derived from the image except
A. determine areas that are on the path of the typhoon.
B. predict the path that the next typhoon will take.
C. prepare areas that might be hit hard by the typhoon.
D. warn fishermen in coastal towns that should refrain from
heading out to sea.

(M 14 In the Philippines, typhoons can be expected to form at any time of

) . the year. Although this may be true, it is from March to May that
most typhoons form because of the following except
A. elevated temperatures.
B. ocean surface is warmest during this period.
C. equatorial waters are very warm during these months.
D. cold winds during the Christmas season are crossing the
equator.

(T) 15 You and your family reside in Manila and plan to fly to Isabela on
. August 11, 2013 to visit your relatives. However, days before the
flight you heard from the news that Typhoon “Labuyo” has entered
the Philippine Area of Responsibility. You decided to check the
PAGASA track of the typhoon to be sure:

What is the appropriate action?

A. Ask your relatives to come over to your residence in Manila
instead because the weather is better.
B. Pursue the earlier plan because it is apparent that the typhoon
will not make a landfall anywhere in the country.
C. Pursue the earlier plan but make sure to pack umbrella and
raincoats because rain showers are expected.

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 D. Re-book the flight because it is dangerous to travel to that part
of Luzon due to typhoon threat.

(T) 16 PAGASA has just issued Public Storm Warning Signal (PSWS) # 3
. in your locality. Who among the following residents did not take the
correct precautionary measure?
A. Melanie cancelled her flight to the North despite a very important
conference she needs to attend there.
B. Omar decided not to go to work even when there is no
suspension of work in the place where he is working.
C. Precy postponed the scheduled class field trip and disseminated
the information as early as possible.
D. Zoren fixed many parts of his house, so he did not have to
evacuate despite their local government’s call for evacuation.

(T) 17 Typhoon damages create even bigger problems to the community

. and further weaken their adaptive capacity. All of the following are
measures that should be taken before a typhoon except:
A. Assist the physical and psychological rehabilitation of those who
suffered the effects of the disaster.
B. Equip the staff with necessary skills in search, rescue, and
retrieval operations.
C. Prepare funding sources in the event that people’s means of
livelihood get negatively affected.
D. Regularly check the integrity of infrastructure and other public
utilities.

(T) 18 The heavy downpour brought about by typhoon Kulas steadily

. elevated the water level of the Marikina River at 1 meter/hour. The
water level is now at fourteen meters and the critical level when they
will have forced evacuation is nineteen meters. The latest weather
bulletin mentioned that there was no indication that there will be any
change for the next 6 hours. As one of the barangay officials near
the Marikina River, you will
A. advise people to keep calm and wait for updates the following
day.
B. encourage people to put sandbags around their houses to stop
the floods.
C. take only what they need and cooperate as they begin
evacuation.
D. stay inside their homes to stop looters during the forced
evacuation.

(T) 19 Through the National Disaster Risk Reduction Management Plan

. (NDRRMP), it is hoped that the country will have “safer, adaptive

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 and disaster-resilient Filipino communities towards sustainable
development.” Which of the following activities does not support this
vision?
A. A school’s ecology club continued its thrust to plant trees in the
vacant lots within their community.
B. Many homeless families found relatively more decent
residences along river pathways.*
C. The local government provided trainings in schools on how to
act before, during, and after a typhoon.
D. You and your friends have made it a habit to use apps from your
mobile phones to disseminate up-to-date and accurate weather
information and forecast quickly.

(T) 20 As a weather forecaster from PAGASA, you volunteered to help

. prepare your neighbors in the coastal town where you live in as a
super typhoon is expected to land in 3 days. What might be the best
means to inform them of the possible effects of a super typhoon that
hits a coastal town?
A. gather residents and show photos of Yolanda-hit towns in
Eastern Visayas
B. gather residents and show satellite photos of the typhoon’s path
C. distribute brochures that show typhoon classifications
D. distribute statistics of typhoon damages in the last decade

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GLOSSARY OF TERMS USED IN THIS MODULE:
http://www.nw-weathernet.com/wx_terms.htm

Air - the mixture of gases that make-up the earth's atmosphere.

Air Mass - a large body of air that has similar temperature and moisture
characteristics.

Angular Momentum - the energy of motion of a spinning body or mass

of air or water.

Anticyclone - a body of air in which the atmospheric pressure is higher than

the pressure in the surrounding air; a high or high pressure area.

Atmosphere - the mass of air surrounding the earth and bound to it more or less
permanently by the earth's gravitational attraction.

Calm - the absence of apparent motion in the air.

Clear - the appearance of the sky when it is without clouds, or less than 1/10th of
the sky is covered by clouds.

Climatology - the scientific study of climate.

Cloudy - the state of the sky when 7/10ths or more of the sky is covered by
clouds.

Coastal Flooding - the submersion of land areas along the ocean coast and
other inland waters caused by sea water over and above normal tide action.

Coastal Waters - include the area from a line approximating the mean high
water along the mainland or island as far out as sixty nautical miles including the
bays, harbors and sounds.

Cold Front - the leading edge of a cold air mass as it moves toward warmer air;
its movement is characterized by a drop in temperature and humidity after
the front passes.

Cyclone - a body of air in which the pressure is lower than that of the
surrounding air; a low or low pressure area.

Depression - a region of low atmospheric pressure that is usually accompanied

by low clouds and precipitation.

Disturbance - a disruption of the atmosphere that usually refers to a

low pressure area, cool air and inclement weather.

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El Niño - a great warming of the equatorial waters in the eastern Pacific Ocean;
El Nino events occur every three to seven years and are related to shifts in global
weather patterns.

Fair - describes weather in which there is less than 4/10ths of opaque cloud
cover and no precipitation; and there is no extreme visibility, wind or
temperature conditions.

Flood - a condition that occurs when water overflows the natural or artificial
confines of a stream or river; the water also may accumulate by drainage over
low-lying areas.

Front - the boundary or transition zone of two air masses; if cold air advances
and replaces warmer air the front is a cold front, and if warm air advances and
replaces cooler air the front is a warm front.

High or High Pressure Area - an area of high pressure that is usually

characterized by clear skies and fair weather carried by sinking air; winds rotate
clockwise around and outward from the center of the high.

Humidity - the amount of water vapor present in the air.

Hurricane - a tropical cyclone with sustained winds over seventy-four mph.

Knot - the unit used to measure wind speed, equal to 1.15 statute miles per
hour.

Low or Low Pressure Area - an area of low pressure usually characterized by

clouds of precipitation caused by rising air; often related to inclement weather
such as winds flowing counter clockwise and into the center of the low.

Monsoon - a seasonal change in wind direction bringing dry air or heavy rain.

Overcast - when more than 9/10ths of the sky is covered with clouds.

Precipitation - all forms of water that fall from the sky and reach the ground.

Pressure - a measure of the weight of the air, that is usually measured with
a barometer in meteorology.

Storm Surge - a rise above the usual water level along the shore that is the
result of strong onshore winds and/or reduced atmospheric pressure; the actual
surge height is the difference of the observed water level minus the predicted
tide.

Storm Track - the path that a low pressure area follows.

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Temperature - a measure of the warmth or coldness of an object or substance
with reference to a standard value.

Trade Winds - easterly-blowing winds that are found on either side of the
equator and blow northeasterly in the Northern Hemisphere and southeasterly in
the Southern Hemisphere.

Tropical Air - an air mass that has warm temperatures and high humidities and
develops over tropical or sub-tropical areas.

Trough - an elongated relatively low pressure area between two high pressure
areas.

Typhoon - a tropical cyclone that occurs in eastern Asia.

Warning - is used when severe weather conditions are occurring, imminent or

are expected within the following twelve to twenty-four hours.

Wind Shear - the change in wind direction; vertical wind shear is the change
in wind speed with height.

WEBSITE RESOURCES AND LINKS IN THIS MODULE:

Aquino, M., Valdoz, M., Mariano, J.J.M., Bascana, M. "Science Links Grade 8."
Quezon City: Rex Book Store, Inc, 2013.

Cortes, L. "Earth Science: The Philippines in Focus." UPSEC, 2003.

http://www.theworld.org/2012/12/unusual-typhoon-leaves-southern-philippines-
reeling/ - article by Peter Thomson: Unusual Typhoon Leaves Southern
Philippines Reeling

http://taggalaxy.de/ - Tag Galaxy

http://www.hpc.ncep.noaa.gov/html/stationplot_printer.html – sample station plot

http://weather.com.ph/weathertv/mr-typhoons-special-coverage-on-typhoon-
soulik-huaning-fri-july-12-2013 - Mr. Typhoon’s Special Coverage on Typhoon
Soulik (Huaning) on July 12, 2013

http://www.aoml.noaa.gov/hrd/tcfaq/A1.html - What is a hurricane, typhoon, or

tropical cyclone?

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http://www.aoml.noaa.gov/hrd/tcfaq/A5.html - What is a tropical disturbance, a
tropical depression, or a tropical storm?

http://www.aoml.noaa.gov/hrd/tcfaq/A15.html - What are the conditions for a

tropical cyclone to form?

http://factsanddetails.com/world.php?itemid=1317&catid=52&subcatid=327 –
Hurricanes and Typhoons: Their Physics, Formation Dynamics, and Tracking
and Studying Them

http://www.aoml.noaa.gov/hrd/tcfaq/A11.html - What is the eye? How is it formed

and maintained?

http://news.bbc.co.uk/2/hi/science/nature/4183344.stm – animation of typhoon

formation

http://weather.com.ph/index.php?url=typhoon/climatology - Typhoon Climatology

http://www.mongabay.com/reference/country_studies/philippines/GEOGRAPHY.
html – Philippine Geography

http://www.sciencemag.org/content/309/5742/1844.full - Changes in Tropical

Cyclone Number, Duration, and Intensity in a Warming Environment

http://news.nationalgeographic.com/news/2005/08/0804_050804_hurricanewarm
ing.html - Is Global Warming Making Hurricanes Worse?

http://www.gmanetwork.com/news/story/242058/news/nation/sendong-among-
deadliest-cyclones-to-enter-phl-in-12-years - 'Sendong' among deadliest
cyclones to enter PHL in 12 years

http://kidlat.pagasa.dost.gov.ph/cab/tc_frame.htm - Philippine Area of

Responsibility

http://kidlat.pagasa.dost.gov.ph/genmet/psws.html - the Modified Philippine

Public Storm Warning Signals

http://www.typhoon2000.ph/TCGuide.htm - How to plot a typhoon

http://weather.unisys.com/hurricane/w_pacific/2012/SON_TINH/track.gif - track of
typhoon Ofel

http://www.typhoon2000.ph/24W12_log.htm - storm log for typhoon Ofel

http://www.typhoon2000.ph/plotting/Ty2000Chartnew.pdf – Philippine Typhoon

Tracking Chart

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http://www.typhoon2000.ph/plotting/exerplot.gif – sample data information for
Typhoon Rosing

http://www.typhoon2000.ph/plotting/howtotrak.html – how to plot typhoons (flash

animation)

http://www.typhoon2000.ph/plotting/sampleplot.html – finished tracking chart for

Typhoon Rosing

http://www.scribd.com/doc/44375263/SORSOGON-CLIMATE-CHANGE-
ASSESSMENT - Climate Change Assessment for Sorsogon, Philippines: A
Summary

http://www.dilg.gov.ph/PDF_File/resources/DILG-Resources-2012116-
420ac59e31.pdf - The National Disaster Risk Reduction and Management Plan
(NDRRMP) 2011-2028

http://www.ndrrmc.gov.ph/attachments/article/1064/04081202.PDF - Weather
Advisory for Low Pressure Area on August 8, 2013 by NDRRMC

http://thewatchers.adorraeli.com/2013/08/11/red-alert-issued-as-super-typhoon-
utor-made-landfall-in-philippines/ - Forecast for typhoon Utor

Image Credits:
http://www.theworld.org/2012/12/unusual-typhoon-leaves-southern-philippines-
reeling/ - damages of typhoon Bopha in New Bataan town

http://weather.com.ph/weathertv – Weather TV

http://www.hpc.ncep.noaa.gov/html/stationplot_printer.html – sample station plot

http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf - cluster web

http://www.mapsofworld.com/philippines/philippines-political-map.html# - political
map of the Philippines

http://ete.cet.edu/gcc/?/resourcecenter/slideshow/3/1 - Global average

temperatures

http://weather.com.ph/index.php?url=typhoon/climatology - Where most of the

tropical cyclones form

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Lesson 3: Other Members of the Solar System

INTRODUCTION AND FOCUS QUESTION:

Have you ever seen a shooting in the night sky? Have you heard of this game
before? “When you see a meteor in the sky, make a quick wish. If you finish making
your wish before the streak of light disappears, your wish will come true.” Have
you ever wondered how the meteor showers are related to granting the wishes?
Have you asked whether this belief on meteor shower have a scientific basis?

In this module, you will find out how the characteristics of the other members of
the solar system explain the superstitious beliefs and practices. Remember to
search for the answer to the following question: How true are folk beliefs about
comets and meteors?

LESSON AND COVERAGE:

In this module, you will examine the question when you take the following lesson:
Lesson 1 – The Science of Other Members of the Solar System

In this lesson, you will learn the following:

Lesson 1: The Science of Other  Compare and contrast comets,

Members of the Solar System meteors, and asteroids.
 Predict the appearance of comets
based on recorded data of previous
appearances.
 Explain the regular occurrence of
meteor showers.

MODULE MAP:
Here is a simple map of the above lesson you will cover:

COMETS

The Science of Other Members of

the Solar System ASTEROIDS

METEORS

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EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
1. Read and follow the instructions carefully and thoroughly.
2. Read each lesson and do activities that are provided you.
3. Perform all the activities diligently to help and guide you in understanding
the topic.
4. Open the indicated interactive simulations. Explore further and deeper as
time allow.
5. Review questions as many times as needed, as you answer the discussion
questions related to them.
6. Gather the materials for the experiments and demonstrations and actually
do them yourself. The actual experiments give you richer learning
experience than just reading the texts and even watching related videos.
7. Use the rubric to guide you in the preparation and evaluation of the
expected outputs.
8. Consult your teacher if you need to clarify or verify something about an
activity.
9. Follow schedule of the activities, remind yourself of deadline. Read advance
when necessary
10. Find time to relax and take a break. Have fun learning.

PRE-ASSESSMENT:

Let’s find out how much you already know about this module. Click on the letter
that you think best answers the question. Please answer all items. After taking this
short test, you will see your score. Take note of the items that you were not able to
correctly answer and look for the right answer as you go through this module.

(A) 1. Asteroids are located in a:

A. spherical cloud-like region surrounding our solar system.
B. disk-like layer found a little beyond Neptune’s orbit.
C. wide belt found within the gaps of the rings of Saturn.
D. region of space between the orbits of Mars and Jupiter.

(A) 2. A meteor shower is produced when:

A. A large number of sporadic meteors are observed.
B. The Earth passes through the asteroid belt.
C. The Earth passes through the orbital path of a comet.
D. Massive particles are carried outward from the sun by the solar wind
and enter Earth’s atmosphere

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(A) 3. Which of the following do not have their own supply of light?
A. Asteroids
B. Comets
C. Shooting star
D. All of the above

(A) 4. Why do asteroids and comets differ in composition?

A. Asteroids formed inside the frost line, while comets formed outside.
B. Asteroids and comets formed at different times.
C. Comets formed from the Jovian nebula, while asteroids did not.
D. Comets are much larger than asteroids.

(A) 5. What causes the bright of streak of light that you see when a meteor
enters Earth’s atmosphere?
A. The sunlight reflects the body of the meteor
B. The meteor triggers Earth’s magnetic field
C. There is a frictional heating as the meteor enters Earth’s atmosphere.
D. The meteor disturbs the atmosphere, making the sunlight refract toward
unusual directions.

(A) 6. Halley’s Comet appeared in the sky in 1910 and then again in 1986. When
will it appear again?
A. 2061-2062
B. 2067-2068
C. 2056-2057
D. 2042-2043

(A) 7. Which of the following best describes a meteorite?

A. A meteorite is a meteor that makes it through the earth’s atmosphere
B. A meteorite is any celestial object that has fallen on the earth’s surface
C. A meteorite is a piece of rock of metal that is traveling through space
D. A meteorite is a piece of icy rock and dust that has its own orbit

(A) 8. Katie and Robbie look up into the night sky and see a fiery streak falling
towards the Earth. They just saw a:
A. Meteor
B. Meteorite
C. Comet
D. Asteroid

(M) 9. Since the particles of comets are constantly blown away as they travel
around the solar system, what can be predicted about the comet’s
existence?
A. Comets can lose mass, become smaller, and eventually break up.
B. Comets can gain mass because gases and dust particles can build up
their nucleus.

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 C. The nucleus of comets can become larger particles from the tail can
build up.
D. Comets melt and freeze as they travel around the solar system.

(M) 10. Which of the following statements about comets and asteroids is true?
A. Only asteroids collide with Earth.
B. Comets are balls of ice and dust.
C. Most of the trillions of comets in our solar system have tails.
D. All asteroids lie in the asteroid belt between Mars and Jupiter.

(M) 11. Why does the plasma tail of a comet always point away from the Sun?
A. Radiation pressure from the Sun's light pushes the ions away.
B. The conservation of the angular momentum of the tail keeps it always
pointing away from the Sun.
C. Gases from the comet, heated by the Sun, push the tail away from
the Sun.
D. The solar wind electromagnetically "blows" the ions directly away
from the Sun.

(M) 12. Meteor showers such as the Perseids in August are caused by:
A. the breakup of asteroids that hit our atmosphere at predictable times.
B. the Earth passing through the debris left behind by a comet as it moves
through the inner Solar System.
C. passing asteroids triggering auroral displays.
D. nuclear reactions in the upper atmosphere triggered by an abnormally
large meteoritic particle entering the upper atmosphere.

(M) 13. Astronomers think that most comets come from:

A. interstellar space
B. material ejected by volcanic eruptions on the moons of the outer
planets
C. condensation of gas in the Sun’s hot outer atmosphere
D. small icy bodies in the extreme outer parts of the Solar System that are
disturbed into orbits that bring them closer to the sun

(M) 14. Which of the following is true about the majority of the space debris that
enters the earth’s surface?
A. Majority of the space debris impact on the earth’s surface
B. Majority of the space debris burns up in the atmosphere
C. Majority of the space debris all melts on the earth’s surface
D. Majority of the space debris explodes in the earth’s atmosphere

(T) 15. You are hiking in the Arctic Circle and find a piece of rock. After testing it,
you discover that it is from Mars. What is the most likely explanation for
how this rock got there?

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 A. The rock broke off from the Mars awhile ago and came to Earth as a
meteor.
B. A meteoroid came to Earth on a comet
C. An alien came and left it on Earth
D. Mars and Earth crashed into each other awhile ago, and Mars left
some debris behind.

(T) 16. Scientists believe that most of the asteroids, meteors, and comets come
from:
A. debris from planets in other galaxies.
B. leftover materials from the solar system when it was still forming.
C. pieces of older planets in the solar system that exploded.
D. materials that have evaporated from the surface of the planets of the
solar system.

(T) 17. Some scientists believe that these could be responsible for some of the
water found on Earth:
A. meteor B. comet C. asteroid D. satellite

(T) 18. In the asteroid impact theory of the extinction of the dinosaurs some 65
million years ago, the dinosaurs (and over half of all the other species on
Earth at that time) died off largely because:
A. of injuries suffered from direct hits of pieces of the asteroid or comet.
B. dust injected into the stratosphere from the impact absorbed visible
light from the Sun, causing global temperatures to plummet.
C. radiation from iridium in the asteroid caused the dinosaurs to die of
cancer.
D. the impact caused massive earthquakes and volcanic activity
worldwide.

(T) 19. Why would global temperature drop if the Earth were struck by an asteroid
several km in diameter or larger?
A. The impact would move the Earth farther from the sun.
B. The resulting dust cloud would block out sunlight.
C. The ices in the asteroid would increase the Earth’s albedo
D. The low temperature of the asteroid would chill the oceans

(T) 20. Scientists believe that most of the asteroids, meteors, and comets come
from:
A. debris from planets in other galaxies.
B. leftover materials from the solar system when it was still forming.
C. pieces of older planets in the solar system that exploded.
D. materials that have evaporated from the surface of the planets of the
solar system

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 Have you heard the news about an asteroid that will hit Earth on September 24, 2015?
If not, a previously unknown asteroid belt has just been located in space and is now
heading towards our part of the solar system. Killer asteroids could collide with Earth
as soon as 2015, wiping out life as we know it and changing the climate for millennia.
The news trigger doomsday prophecies. But does the phenomena has scientific
basis? How true are folk beliefs about comets and meteors?

ACTIVITY 1: VIDEO VIEWING- DOOMSDAY PROPHECY

Let us watch a documentary film about an doomsday asteroid impact. Click on the
link to watch “Doomsday Prophecy Doomsday Asteroid Impact”. You do have the
option to download it first. It would help if you take down notes as well.

https://www.youtube.com/watch?v=WrXbbfm5Ky4 Doomsday Prophecy Doomsday

Asteroid Impact

After watching the video, write your arguments on the THESIS column and write
your proof/s or evidence/s on the PROOF column to support your arguments.

THESIS PROOF

PROCESS QUESTIONS:
2. 1. What ideas on asteroid did you learn after watching this video?
3. 2. What is the prediction that will happen in 2016? Does it trigger doomsday
prophecies?
4. 3. How did the scientists prove the world’s largest environmental
disaster in 2016?
5. 4. What is the scientific explanation for an asteroid hitting the Earth in
2016?

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ACTIVITY 2: VIDEO ANALYSIS

After watching the documentary film, try to imagine how the asteroid will hit the
Earth. In the video that you are about to watch, pay close attention to the collision
of large asteroid and Earth. Click on the link below to view the video:

https://www.youtube.com/watch?v=bU1QPtOZQZU Discovery Channel- Large Asteroid

Impact Simulation

PROCESS QUESTIONS:
1. How will you describe the impact of large asteroid to the Earth? How will it affect
the life on Earth?
2. Can the collision of asteroid to the Earth be avoided? Explain your answer.

ACTIVITY 3: ELICITING PRIOR KNOWLEDGE THROUGH I-R-F CHART

What were your initial answers to the questions posed in the previous activity, How
true are folk beliefs about comets and meteors?
Summarize your answers to the question, and your thoughts and ideas in the first
column IRF Chart.

How true are folk beliefs about comets and meteors?

Initial Revised Final

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End of EXPLORE

You just wrote about how the belief on asteroids is proved and explained scientifically.

Let’s find out how your other classmates answered the first column of the IRF chart.
You can make use of the Discussion Forum to communicate with your classmates.
Compare their ideas with your own.

What you learn in the next sections will also enable you to do the final project which
involves the scientific basis that will help in explaining the beliefs and practices
regarding other members of the solar system.

Let’s start gathering information by proceeding to the next part.

Your goal in this section is to learn and understand key concepts about comets, meteors
and asteroids. The competencies that you should be able to accomplish are listed
below. Monitor your progress in this module using this checklist competencies.

CHECKLIST OF COMPETENCIES

Competencies Crystal Partially Not Fully

Clear Clear Understood
1. Compare and contrast comets,
meteors, and asteroids.

2. Predict the appearance of comets

based on recorded data of previous
appearances.

3. Explain the regular occurrence of

meteor showers.

ACTIVITY 4: ANTICIPATION-REACTION GUIDE

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Are you certain with your ideas on the characteristics of comets, meteors and
asteroids? You will answer the Anticipation-Reaction Guide below to examine
these ideas.

Read the statements in the middle column. Then under the column Before, write
Agree or Disagree. Answer only this column first.

Before Statements After

1. Shooting stars are
really meteors that
have entered Earth’s
atmosphere
2. When comets reach
the Earth’s surface,
they are called
meteorites.
3. Meteoroids consist of
ice, rocks and dust
particles.
4. Craters on Earth's
surface were caused
by comets crashing
into its surface.
5. You can always see a
comet’s tail.
6. Meteoroids are formed
from comets and
asteroids.
7. Asteroids, comets and
meteoroids revolve
around the sun in their
perspective orbits.
8. Asteroids, comets and
meteors have light of
their own.

What can you say about your answers in the ARG? Do you have the right ideas
on the characteristics of comets, meteors and asteroids? Let us try to check your
ideas by performing the next activity.

ACTIVITY 5: SURF THE NET

You are now about to learn more about the other members of the solar system. As
you explore this concept, do remember the various study skills and strategies that
were mentioned initially in this module such as downloading videos, exporting a

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web, page to PDF, taking screen shots, screen recording, taking down notes,
posting stickies, using a dictionary and many more.

Part 1: Draw and Tell

Before you start learning about comets, meteors and asteroids, answer the
questions in the worksheet below and draw what is required. Write and draw your
response in the second column or “My Response Before Surfing the Net”. You may
use Paint or Photoshop to make your drawing and save a JPEG file of the image.
Alternatively, you can replicate the Draw & Tell worksheet in a paper, then scan or
take a photo of your output and upload it in the submission bin. Make sure to keep
both the hard and soft copies. File name should be Last Name_Draw&Tell.

DRAW AND TELL WORKSHEET

Questions My Response Before My Response After
Surfing the Net Surfing the Net

How are comets,

asteroids and meteors
formed?

How does comet and

meteor appear in the
sky?

How did you come up with your drawing? Let’s see how others would answer those
questions and find out if you have the same illustration by moving on to the next
section.

Part 2: A QUICK TOUR TO THE SOLAR SYSTEM

For an introduction of other members of the solar system, click on this link to watch
the video.
https://www.youtube.com/watch?v=evWeRHMwSu0 A Tour through our Solar
System

Summarize the video by listing down facts about the members of the solar system.
Use the “Travel Tour” sheet to accomplish this task then submit your work.

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Process Questions:
1. What are the members of the solar system? What are the other members of
the solar system?
2. How the solar system works?
3. What do you think will happen to the planets without the Sun?

Part 3: SURFING THE NET

After a quick tour to the solar system, you will be guided to the other members of
the solar system. In this section, you will learn the characteristics of comets,
meteors and asteroids.

Do take down notes and be prepared to answer three worksheets after exploring
the websites.

Explore the characteristics of other member of the solar system by reading these
articles. Click on the link.

http://richardloosemore.com/docs/PHYS106/PHYS106-16-
MeteorsCometsAsteroids.pdf Comets, Meteors and Asteroids

http://www.asc-
csa.gc.ca/eng/educators/resources/astronomy/module5/lesson2.asp The
difference between comets, meteors and asteroids

http://www.carolinacurriculum.com/premium_content/eBooks/Earth+Space/pdfs/L
esson_17.pdf Asteroids, Comets and Meteoroids

Process Questions:
1. What is an asteroid? A comet? A meteor?
2. How are asteroids similar to or different from comets and meteoroids?
3. How and when do scientists think asteroids, comets and meteors may have
formed?

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Now, complete the three Frayer Model graphic organizers.
 Identify the other members of the solar system and write the name of each
member inside the oval at the middle of each Frayer Model organizer.
 Fill in the required information in each window/box for each of the three
Frayer Model organizers.

Member of the Solar System No.

COMETS

Member of the Solar System No. 2

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 ASTEROIDS

Member of the Solar System No. 3

METEORS

Part 6: DRAW AND TELL ME AGAIN

Retrieve the Draw & Tell Worksheet you initially accomplished in Part 1.
Alternatively, you may go back to the hard copy if you used one. Fill in the third

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column or “My Response After Surfing the Net” column. Then submit your final
worksheet showing both your response before and after.
DRAW AND TELL WORKSHEET
Questions My Response Before My Response After
Surfing the Net Surfing the Net

How are comets,

asteroids and meteors
formed?

How does comet and

meteor appear in the
sky?

ACTIVITY 6: VENN DIAGRAM

From Activity No. 5: Surfing the Net, analyze the similarities and differences on the
characteristics of other members of the solar system. Fill the Venn Diagram with
the similar and different characteristics of each member of the solar system.

What can you say about your answers in the Venn diagram? Do you have the right
ideas on the characteristics of each member of the solar system? What are your
insights and realizations when you compare the other members of the solar
system? You will now do a journal writing activity to express your ideas,

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realizations and insights on the characteristics of the other members of the solar
system.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

ACTIVITY 7: Prediction of Appearance of Comets

You will now take a closer look at some aspects of comets.

Comets have been studied by the astronomers. The astronomers used to wait the
appearance of comets in the sky periodically. Let us try to find out on how the
astronomers predict the appearance of comets.

Click on this link to read the some famous comets appeared. You can take down
notes by completing the table below.
http://burro.astr.cwru.edu/stu/comets.html Comets

Comet Name Orbital Period Year Found Type of Comet

PROCESS QUESTIONS:
1. How do the astronomers classify comets?
2. How do they predict the appearance of comets? What are their bases?

SELF-CHECK:
Let’s do comprehensive check in predicting the appearance of some comets. You
will complete the table by filling in the predicted next appearance of the following
comets on the space provided.

Comet Name Orbital Period Year Found Next Approach of

the Sun
Brorsen-Metcalf 70.6 1847 (a)____________
Temple 1 5.51 July 7, 2005 (b)____________
Ikeya-Seki 800 1965 (c)____________

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ACTIVITY 8: METEOR GARDEN

Now you will take a look to some aspects of meteors.

Try to imagine how many times the meteor showers occur. Click on the link below
to view the video: The video explains about the meteor shower.

http://www.space.com/15353-meteor-showers-facts-shooting-stars-skywatching-
sdcmp.html Meteor showers and Shooting Stars: Formations, Facts and Discovery

Process Questions:
1. How are meteor showers formed?
2. What are some examples of meteor showers? What are their characteristics?
3. What is the impact of meteor showers to the Earth?
4. Why do meteor showers occur about the same time every year?

Complete the graphic organizer below to summarize the regular occurrence of

meteor showers.

OCCURRENCE OF METEOR SHOWERS

ACTIVITY 9: SELF-ASSESSMENT QUIZ

Let’s check your knowledge of other members of the solar system. Take Asteroids,
Meteors and Comets online quiz by clicking on this link:
http://www.astro.umass.edu/~arny/jquiz10.html 10-item online quiz about
asteroids, meteors and comets

How did you perform in the quiz? Look at the items you missed. Go back to your
notes and review the terms and concepts you missed.
6.

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ACTIVITY 10: REVISING PRIOR KNOWLEDGE THROUGH I-R-F CHART

Go back to the question: How true are folk beliefs about comets and meteors?

This time, write your answers the question posted at the beginning of this module
by accomplishing the REVISED column of the IRF Chart. When you are finished,
click on “Submit.”

How true are folk beliefs about comets and meteors?

Initial Revised Final

7.
Moreover, go back to your checklist of competencies and see how much you’ve
accomplished.

CHECKLIST OF COMPETENCIES

Competencies Crystal Partially Not Fully

Clear Clear Understood
1. Compare and contrast comets,
meteors, and asteroids.

2. Predict the appearance of comets

based on recorded data of previous
appearances.

3. Explain the regular occurrence of

meteor showers.

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End of FIRM UP:

In this section, the discussion was about the key concepts of comets, meteors and
asteroids.

Go back to the previous section and compare your initial ideas with the discussion. How
much of your initial ideas are found in the discussion? Which of your ideas need
revision? What new learning goal should you now try to achieve?

Now that you know the important ideas about this topic, let’s go deeper by moving on
to the next section.

Your goal in this section is to take a closer look at some aspects of the topic.

ACTIVITY 11: ARTICLE READING AND ANALYSIS

In this activity, you will read 3 articles related to stories of comets, asteroids and
meteors and how they triggered beliefs and practices. You will be asked to
summarize each article.
Article 1: Big asteroid buzzes past Earth and will again in 19 years
http://edition.cnn.com/2013/10/18/tech/asteroid-near-pass/

One of the most dangerous asteroids on record zipped close by Earth last month.

It made headlines on Thursday, when reports said that there's a chance it could
strike our planet in less than 20 years. Such a collision could unleash a force as
powerful as a couple of thousand atomic bombs.

But NASA was quick to calm nerves and point out some very good news. The most
dangerous known asteroids don't really pose much of a threat. And there are very
few of them.

Also, the chances that this one, which the Ukrainian astronomers who discovered
it named 2013 TV135, will collide with Earth are extremely slim, NASA said in a
statement it called "a reality check."

The space agency is 99.998% certain that when it whooshes back around the
planet in 2032, it will simply sail past us again.

The probability of it striking Earth currently stands at 1:63,000, and even those
odds are fading fast, as scientists find out more about the asteroid.

"This is a relatively new discovery," said Don Yeomans, manager of NASA's NEO
Program. "With more observations, I fully expect we will be able to significantly
reduce, or rule out entirely, any impact probability for the foreseeable future."

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2013 TV135 was discovered on October 8, while NASA was closed during the
government shutdown. And already it looks to soon be joining the ranks of the
more than 10,000 known near-Earth objects that are virtually certain to cause us
no harm.

But until then, it has the distinction of having a danger rating of 1 out of a possible
10 on the Torino Impact Hazard Scale, the system that gauges the danger of
impact destruction by asteroids.

The 1 rating means that it poses "no unusual level of danger." There is "no cause
for public attention or concern."

Almost all other asteroids that scientists have discovered rank a 0 on the scale.
There is another asteroid with a danger rating of 1. And it, too, is no cause for
alarm, NASA says.

September's close pass

The close pass 2013 TV135 made on September 16 was not a near miss. At a
distance of 4.2 million miles as it flew by, it was more than 15 times as far away
from Earth as the moon.

That pales by compare to the closest shave the Earth got from an asteroid of
considerable size in recorded history.

On February 15 this year, asteroid 2012 DA14, which measured 150 feet wide,
slipped in below the moon's orbit and squeaked by our planet just 17,200 miles
from its surface.

The one that passed by in September is big, with a diameter of 1,300 feet. That's
the size of four football fields, but it does not quite make it an Earth crusher.

An asteroid needs to be at least twice as large to advance into that league.

"We believe anything larger than one to two kilometers (about 0.6 to 1.2 miles)
could have worldwide effects," NASA said in a statement.

Russian divers find huge suspected meteorite chunk

Near passes daily

Two behemoths in that size range will pass by planet Earth in the next three
months at similar distances as 2013 TV135. NASA says that neither will hit us.

Near asteroid passes are common. They pretty much occur daily, if not two or
three times a day, NASA says.

They come, and they go, and they leave the Earth in peace.

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In addition, particles from space bombard our planet every minute -- at a rate of
100 tons a day, NASA says.

You eat them; you drink them; you breathe them. Much of you and everything else
on Earth contains them.

Distant catastrophe

Though it seems Earth is safe for now, there is such a thing as a doomsday
asteroid.

Scientists say it is likely that the impact of an asteroid over six miles wide wiped
out dinosaurs along with much of the life on Earth 65 million years ago.

More like it will come, NASA says.

But they only turn up once every "few million years."

That may give humanity some time to find a way of dealing with it.

Sum It Up Instructions:
 Read the article and, as you read, list the main idea words on the “Sum It
Up” sheet.
 Write a summary of the article using as many words of the main idea words
as possible. Put one word in each box under the “Text Summary”. Imagine
that you have only $2.00 and that each word you use is worth 10 cents.
 Finally, you’ll sum it up in 20 words.

Sum It Up!
Name: Date:
Title of the Article:
Main Idea Word Bank

Text Summary (10 cents per word)

Sum it up for $2.00

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PROCESS QUESTIONS:
1. How the astronomer did discovered the 2013 TV135?
2. What are their propositions that 2013 TV135 collides to the Earth?
3. What are the scientific explanations about an asteroid that will hit Earth
after 19 years?
8.
Article 2: Comet ISON Offers Doomsday Déjà vu
Click this link to read the second article.
http://news.discovery.com/space/asteroids-meteors-meteorites/comet-ison-
offers-doomsday-deja-vu-130909.htm Comet ISON Offers Doomsday Déjà vu

After reading the article, answer this question: Should it be true that COMET
ISON offer doomsday?
To guide you in answering that question, do the POW + TREE Activity.

Source: http://iris.peabody.vanderbilt.edu/module/pow/cresource/how-might-ms-
price-provide-help-to-meet-the-individual-needs-of-all-her-students-including-
those-with-disabilities/pow_04/

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Accomplish the TREE graphic organizer shown below.

Now write your paragraph inside the box below based on the TREE graphic
organizer that you have completed.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Submit your work when you’re done.

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Article 3: Meteorites, Asteroids and Comets: Damages, Disasters, Injuries,
Deaths and Very Close Calls
Click this link to read the third article.
http://www.sott.net/article/151954Meteorites-Asteroids-and-Comets-Damages-
Disasters-Injuries-Deaths-and-Very-Close-Calls
Summarize the article by listing down evidences of catastrophes related to
meteorites, asteroids and comets. Use the “Outliner” sheet to accomplish this task
then submit your work.

Compare the different catastrophes related to the other members of the solar
system. How the catastrophes related to the other members of the solar
system are be explained scientifically?

ACTIVITY 12: SITUATION ANALYSIS

In this activity, you will examine three beliefs and practices that are related to other
members of the solar system. Make sure to read thoroughly or listen carefully to
the situations that will be presented. Take down notes, highlight key concepts and

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use the dictionary to find the meaning of unfamiliar words. Be prepared to answer
questions after each situation and make a synthesis after examining all the given
situations.
Part 1: Beliefs and Real Stories About Comets and Asteroids
Click this link to read about the beliefs and stories about comets and asteroids.
http://mysteries24.com/n4-40295
Beliefs_and_Real_Stories_About_Comets_and_Asteroids
PROCESS QUESTIONS:
1. What are the beliefs about comets and asteroids?
2. How these beliefs triggered cataclysm on Earth?
3. How true are beliefs about comets and asteroids?

Part 2: Meteors: Native American Folklore

Click this link to read about the Native American folklore on meteors.
http://www.crystalinks.com/meteor.folklore.html Meteors: Native American
Folklore
PROCESS QUESTIONS:
1. What are the beliefs of Native American about meteors?
2. How these beliefs on meteors created? What are their bases for these?
3. How true are beliefs about meteors?
Part 3: Meteorites, Asteroids and Comets: Damages, Disasters, Injuries,
Deaths and Very Close Falls

Click this link to read about the catastrophes connecting to meteorites, asteroids
and comets.
http://www.sott.net/article/151954-Meteorites-Asteroids-and-Comets-Damages-
Disasters-Injuries-Deaths-and-Very-Close-Calls

PROCESS QUESTIONS:
1. What are the catastrophes happened brought about by meteors, asteroids,
comets?
2. How do the scientists relate the catastrophes happened to the other members
of the solar systems?
3. Do they create beliefs on steroids, comets and meteors? What are their bases
for these?
4. How true are beliefs about comets, asteroids and meteors?

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Be guided by the rubric shown below.

RUBRIC FOR UNDERSTANDING

SCORE DESCRIPTION
Generalization is valid, logical, insightful, and makes accurate
references to the data presented.
Justification is comprehensive, clearly stated, and based on careful
3
analysis of cases given. The way the student defends his/her
answer is reflective of strategic thinking and a deep understanding
of the topic.
Generalization is valid.
Justification is correct and shows some analysis of cases given.
2
The way the student defends his/her answer is reflective of an
adequate understanding of the topic.
Generalization shows little relationship to the data presented.
Some statements are correct, but most are inaccurate due to
1 incomplete analysis of cases given. The way the student defends
his/her answer is reflective of a superficial understanding of the
topic.
Generalization is invalid.
Justification is incorrect and has no relationship or no reference to
0 the cases given. The student clearly does not understand the
topics. The way the student defends his/her answer is coming out
from memorization.

Synthesis
In the previous section, we looked at different beliefs and practices about other
members of the solar system. Let’s put together in the table below our answers to
the essential questions that we asked for each article.
VIDEO 1 VIDEO 2 VIDEO 3
ESSENTIAL
QUESTION:

How true are folk

beliefs about We should We should We should
comets and explain the beliefs explain the beliefs explain the
meteors? and practices and practices beliefs and
by…… by…… practices
by……

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PROCESS QUESTIONS:
1. Look at your answers to the essential questions in the above table. What do all
the answers have in common?
2. Are all the strategies the same? How do the answers differ?
3. Complete the following statement and support your answer with examples from
the above articles.

The ways by which belief and practices about the members of the solar system
can be explained are …
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________
Supporting reasons and examples from the above articles:
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________
Organize and present your answers to the essential questions in the table above
by creating your own blog using www.edublogs.org. Sign up for a free account.
Create your blog, publish it and submit by sharing the URL in the portal.

ACTIVITY 13: I AM STRONG AND COMPLETE!

After doing the tasks in the previous activities, you should now be able to
strengthen your new knowledge and understanding of plate tectonics.
It’s time for you to complete the IRF Chart by filling out the FINAL column.

How true are folk beliefs about comets and meteors?

Initial Revised Final

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End of DEEPEN:

In this section, the discussion was about the different situations involving beliefs and
practices related to comets, meteors and asteroids.

What new realizations do you have about the topic? What new connections have you
made for yourself?

Now that you have deeper understanding of the topic, you are ready to do the tasks in
the next section.

Your goal in this section is to apply your learning to real life situations. You will be given
a practical task which demonstrate your understanding.

ACTIVITY 14: DIFFRERENTIATED PERFORMANCE TASK

You’re now ready to make the project for this module. You will be given three
options for your final product. You only need to choose and make one.

Over the past few years, there are fireballs and meteorites that entered the Earth
and issue from the media regarding these incursions. The news triggers
doomsday prophecies.

In response to the news issued, you are to discuss scientifically the nature of
comets and meteors for the common citizens.
Your product will be evaluated based on:
 Content
 Organization
 Justification
 Impact

OPTION 1: PAG-ASA SCIENCE RESEARCH SPECIALIST

You are the Science Research Specialist of PAG-ASA, and you are to present on
a forum on the scientific explanations behind the beliefs and practices about
comets and meteors.
You will prepare any of the following as your visual aid that will be shown to the
viewers during the forum.

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  PowerPoint Presentation (Web 2.o like www.prezi.com)
 Animated Video (e.g., Flash, Shockwave or Web 2.0 Tools like
www.powtoon.com)
 Flyers illustrating the scientific explanations on beliefs and practices of
comets and meteors
OPTION 2: SCIENCE EDITOR

One of the specialists of PAG-ASA announced that there will be a meteor shower
this year during the aired-interview. The Filipinos are so excited to the meteor
shower because they believed that wishing upon a shooting star make their wishes
come true.
You are a Science Writer of a newspaper and asked to write an article explaining
on the superstitious belief about meteor shower scientifically among public and
private schools in the city.

You are to create any of the following that will be used to educate the readers in
characteristics of comets and meteors in relation to the beliefs and practices.
 Publisher presentation
 Web 2.0 applications like wattpad and blogger

OPTION 3: ASTRONOMER

A rumor is spreading fast across the country that there will be asteroid hit the Earth
this year. As a renowned astronomer of the country, you are invited by media men
to clarify the matter. The public expects your point to be presented in any medium
they are commonly exposed to.

The presentation may be created using any of the following format.

 Infographic in PDF using Canva (www.canva.com)
 Script for a scientific cartoon
 Comic Booklet of Digital Cartoon (e.g. Web 2.0 Tools like
www.toondoo.com)
9.

Scoring Rubric
4 3 2 1
Criteria Outstanding Satisfactory Developing Beginning

Content Presents Presents a Presents No

detailed and good number insufficient and scientific
advanced of scientific inconsistent reasoning
scientific reasons with scientific was
reasoning with sufficient evidences in presented.
detailed elaboration. some parts with
elaboration. little elaboration.

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 Organization Order of ideas Order of Order of ideas is Order of
is apparent and ideas is confusing in ideas is
has an apparent. some parts not
interesting Sufficient Some details present.
progression. details are are not specific No
geared to the to one central supporting
central idea. idea. details
were
given.

Justification Evidences Evidences Few evidences Almost no

gathered from gathered from are presented evidences
the data and the data and and with very are
relevant and relevant few references presented
updated information is to the data; and made
information are presented some no
presented clearly and information is references
clearly and concisely not presented to the data;
concisely making the clearly making
making the work the work
work reasonable. unconvincing in
reasonable and certain parts.
compelling.

Impact Material is Material Some parts of Material is

highly provides the material are vague
stimulating and reader or confusing thus about the
immediately audience with weakening the proper
mobilizes the substantial impact of the course of
reader or reason to message on the action to
audience to take action. reader. take.
initiate action. Impact is Impact is
Impact is high. sufficient. low.

ACTIVITY 15: MY REFLECTION JOURNAL

Now that you have accomplished your performance task, let’s look back and
review your learning process in this lesson.
Write your personal reflections in the journal log below by answering the questions.
My Reflection Journal
How did I get started? What were my first thoughts?

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 Which activity helped me understand the topic better?

Which part of the lesson did I find most challenging? Did I try anything that
didn’t work? How did I feel about it?

How did I prove my ideas?

How well did I do? Did I get the results I expected?

What could I have done differently?

What were my remarkable accomplishments? How did it make me feel?

End of TRANSFER:

In this section, your task was to discuss scientifically the different beliefs about comets,
meteors and asteroid.
How did you find the performance task? How did the task help you see the real world
use of the topic?
You have completed this lesson. Before you go to the next lesson, you have to answer
the following post-assessment.

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POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer that you
think best answers the question. Your score will only appear after you answer all
items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.

(A) 1. Which of the following statements describing comets and asteroids is

accurate?
A. Comets and asteroids are similar to each other in that both develop
tails in the portion of their orbit nearest to the sun.
B. After comets have burned off all their ices and gases, the leftover
rocky debris migrates to a new orbit within the asteroid belt.
C. Each revolves around the sun, but the orbital period of comets is far
greater than is the orbital period of asteroids.
D. Asteroids are the seed from which comets form as vapors from the
solar wind are deposited in icy layers around the rock.

(A) 2. What do asteroids and comets have in common?

A. Most have been unchanged since their formation in the solar nebula.
B. They have similar densities.
C. They have similar orbital radii.
D. They have a similar range of orbital inclinations.

(A) 3. The tail of a comet

A. is gas and dust pulled off the comet by the Sun’s gravity
B. always points away from the sun
C. trails behind the comet, pointing away from the sun as the comet
approaches it, and toward the sun as the comet moves out of the inner
Solar System
D. is gas and dust expelled from the comet’s nucleus and blown outward
by radiation pressure and the solar wind.

(A) 4. Comets are one of the sources of meteorites which strike the Earth. The
other source is:
A. stars.
B. solar flares.
C. asteroids.
D. small moons.

(A) 5. Short period comets originate in the:

A. asteroid belt B. Oort Cloud C. the Milky Way D. the Kuiper
Belt

(A) 6. Halley's comet is named after the English scientist Edmund Halley
because he
A. discovered it.

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 B. was the first to see it in 1682.
C. calculated its orbit and predicted that it would return in 1758.
D. was the most famous astronomer in England during its appearance.

(A) 7. A meteor shower is produced when

A. a large number of sporadic meteors are observed.
B. the Earth passes through the asteroid belt.
C. massive particles are carried outward from the sun by the solar
wind and enter Earth's atmosphere.
D. the Earth passes through the orbital path of a comet.

(A) 8. The gas tail of a comet always

A. trails behind the head along the orbital path.
B. extends ahead of the head along the orbital path.
C. points toward the sun.
D. points away from the sun.

(M) 9. Why do we sometimes observe asteroids at the distances of the gaps in

the asteroid belt?
A. A gap is located at an average orbital distance, and asteroid orbits
often have large eccentricities.
B. Jupiter's gravitational tugs keep them there.
C. They are held in place by resonances with other asteroids.
D. They are kept in place by shepherding asteroids.
10.
(M) 10. When do comets generally begin to form a tail?
A. inside Mercury's orbit
B. between Mercury and Earth's orbit
C. beyond Jupiter's orbit
D. inside of Jupiter's orbit

(M) 11. Why does the plasma tail of a comet always point away from the Sun?
A. The solar wind electromagnetically "blows" the ions directly away
from the Sun.
B. Radiation pressure from the Sun's light pushes the ions away.
C. The conservation of the angular momentum of the tail keeps it always
pointing away from the Sun.
D. Gases from the comet, heated by the Sun, push the tail away from
the Sun.

(M) 12. Which of the following statements about comets and asteroids is true?
A. Only asteroids collide with Earth.
B. Comets are balls of ice and dust.
C. Most of the trillions of comets in our solar system have tails.
D. All asteroids lie in the asteroid belt between Mars and Jupiter.

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(M) 13. What evidence exists that some of the asteroids were geologically
active?
A. A few of the larger asteroids show small volcanic mountains.
B. The moons of Mars, which are thought to be captured asteroids,
show evidence of flooding by lava.
C. The meteorites that are breccias could only have formed in a
molten mantle.
D. Spectroscopically, Vesta appears to have regions of small lava
flows.

(M) 14. Which of the following is true about the majority of the space debris that
enters the earth’s surface?
A. Majority of the space debris impact on the earth’s surface
B. Majority of the space debris burns up in the atmosphere
C. Majority of the space debris all melts on the earth’s surface
D. Majority of the space debris explodes in the earth’s atmosphere

(T) 15. You are hiking in the Arctic Circle and find a piece of rock. After testing it,
you discover that it is from Mars. What is the most likely explanation for
how this rock got there?
A. The rock broke off from the Mars awhile ago and came to Earth as a
meteor.
B. A meteoroid came to Earth on a comet
C. Mars and Earth crashed into each other awhile ago, and Mars left
some debris behind.

(T) 16. Scientists believe that most of the asteroids, meteors, and comets come
from:
A. debris from planets in other galaxies.
B. leftover materials from the solar system when it was still forming.
C. pieces of older planets in the solar system that exploded.
D. materials that have evaporated from the surface of the planets of the
solar system.

(T) 17. Some scientists believe that these could be responsible for some of the
water found on Earth:
A. meteor B. comet C. asteroid D. satellite

(T) 18. In the asteroid impact theory of the extinction of the dinosaurs some 65
million years ago, the dinosaurs (and over half of all the other species on
Earth at that time) died off largely because:
A. of injuries suffered from direct hits of pieces of the asteroid or comet.
B. dust injected into the stratosphere from the impact absorbed visible
light from the Sun, causing global temperatures to plummet.
C. radiation from iridium in the asteroid caused the dinosaurs to die of
cancer.

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 D. the impact caused massive earthquakes and volcanic activity
worldwide.

(T) 19. Why would global temperature drop is the Earth were struck by an asteroid
several km in diameter or larger?
A. The impact would move the Earth farther from the sun.
B. The resulting dust cloud would block out sunlight.
C. The ices in the asteroid would increase the Earth’s albedo
D. The low temperature of the asteroid would chill the oceans

(T) 20. Scientists believe that most of the asteroids, meteors, and comets come
from:
A. debris from planets in other galaxies.
B. leftover materials from the solar system when it was still forming.
C. pieces of older planets in the solar system that exploded.
11. D. materials that have evaporated from the surface of the planets
of the solar system

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GLOSSARY OF TERMS USED IN THIS LESSON:
Comets- are cosmic snowballs of frozen gases, rock and dust roughly the size of
a small town.

Asteroids- are small chunks of irregularly shaped objects that occupy space
between Mars and Jupiter

Meteors-are stray pieces of stony or metallic rocks that pass through the earth’s
atmosphere

Meteorites- meteors that are able to land on the surface

Long-period comet- have orbits that take more than 200 years

Short-period comet- have orbits that take less than 200 years

Meteor shower- usually burn up, leaving a glowing trail

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

https://www.youtube.com/watch?v=0pF9ilPFBzs Asteroid Will Hit in the Near

Future 2015

https://www.youtube.com/watch?v=bU1QPtOZQZU Discovery Channel- Large Asteroid

Impact Simulation

https://www.youtube.com/watch?v=evWeRHMwSu0 A Tour through our Solar

System
http://richardloosemore.com/docs/PHYS106/PHYS106-16-
MeteorsCometsAsteroids.pdf Comets, Meteors and Asteroids

http://www.asc-
csa.gc.ca/eng/educators/resources/astronomy/module5/lesson2.asp The
difference between comets, meteors and asteroids

http://www.carolinacurriculum.com/premium_content/eBooks/Earth+Space/pdfs/L
esson_17.pdf Asteroids, Comets and Meteoroids

http://burro.astr.cwru.edu/stu/comets.html Comets

http://www.space.com/15353-meteor-showers-facts-shooting-stars-skywatching-
sdcmp.html Meteor showers and Shooting Stars: Formations, Facts and Discovery

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http://www.astro.umass.edu/~arny/jquiz10.html 10-item online quiz about
asteroids, meteors and comets

http://edition.cnn.com/2013/10/18/tech/asteroid-near-pass/ Big asteroid buzzes

past Earth and will again in 19 years

http://news.discovery.com/space/asteroids-meteors-meteorites/comet-ison-
offers-doomsday-deja-vu-130909.htm Comet ISON Offers Doomsday Déjà vu

http://www.sott.net/article/151954Meteorites-Asteroids-and-Comets-Damages-
Disasters-Injuries-Deaths-and-Very-Close-Calls
http://mysteries24.com/n4-40295
Beliefs_and_Real_Stories_About_Comets_and_Asteroids

http://www.crystalinks.com/meteor.folklore.html Meteors: Native American

Folklore

http://www.sott.net/article/151954-Meteorites-Asteroids-and-Comets-Damages-
Disasters-Injuries-Deaths-and-Very-Close-Calls

www.blabberize.com - a fun, free web 2.0 tool that allows you to quickly and
painlessly create talking photos. Simply upload a photo of your choice, select the
photo’s mouth or jaw, and record your audio.

www.edublogs.org a free Web 2.0 tool that lets you easily create and manage
student and teacher blogs

www.canva.com a free Web 2.0 tool used to create designs for Web or print.
Canva makes design simple for everyone.

www.emaze.com a free online presentation platform built on html5 technology.

Users can create, manage and share their presentations through their cloud-based
SaaS system.

www.prezi.com a free cloud-based (SaaS) presentation software and storytelling

tool for presenting ideas on a virtual canvas

www.powtoon.com an online business presentation software tool that allows you

to create free, cool, and awesome animated video explainers

www.toondoo.com a cool, comic-creating tool. Toondoo lets you create comic

strips and cartoons easily with just a few clicks, drags and drops.

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