8

Science
Modules
Quarter 2 – Week 5 - 8
8
Science
Quarter 2 – Module 5:
Tracing the Path of Typhoons in
the Philippine Area of
Responsibility (PAR)
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 5: Tracing the Path of Typhoons in the Philippine Area of
Responsibility (PAR)
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Marinelle Quidlat-Santos

Editor: Edwin I. Salviejo EdD and Hernan L. Apurada

Reviewers: Milagros B Censon, Christopher M. Lubis, Tomasa D Maggay,

Janet G. Mercado and Sonia Pilitin

Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know
This module was designed and written with you in mind. It is here to help you
trace the path of the typhoon that enters the Philippine Area of Responsibility (PAR)
using a map and tracking data. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.
This module consists of only one lesson:
Lesson 1: Tracking a Tropical Cyclone
After going through this module, you are expected to:
1. Track the path taken by a tropical cyclone given its coordinates.
2. Determine whether a tropical cyclone is within or outside the PAR.
3. Identify instruments used in tracking tropical cyclones.
4. Describe how tropical cyclones are tracked and discuss why there is a need for
PAGASA to regularly monitor tropical cyclones near the PAR.

What I Know

Encircle the letter of the best answer.

1. Where are tropical cyclones most likely to create extreme damages?

A. In a desert C. Near the coastlines

B. In the forest D. In the mountains

2. A typhoon named "Viring" was located at 10.5°N 138 °E. Is typhoon "Viring" inside
the Philippine Area of Responsibility? Please refer to the picture below.

A. No, because the coordinates are

outside PAR.
B. No, because the typhoon is not
in the oceans.
C. Yes, because the coordinates
are inside PAR.
D. Yes, because the typhoon is in
the oceans.

3. Which is the correct sequence in tracking the location of a typhoon?

I. Determine what day and time the typhoon entered and left the PAR.
II. Connect the points or locations of the typhoon
III. Plot the Philippine Area of Responsibility.
IV. Plot each latitude-longitude pair on the map.
A. I, II, IV, V C. III, II, IV, I
B. III, IV, II, I D. I, IV, II, III
4. Family A lives near the oceans in Catanduanes Province while family B lives in Metro
Manila. When a typhoon enters the Philippine Area of Responsibility, which family
will experience a greater impact of the typhoon?
A. Family A C. It cannot be determined.
B. Family B D. Both families will experience the same
magnitude of the typhoon.

1
 5.Which is NOT observed during public storm warning signal # 2?
A. Saving potable water in case of shortage.
B. Preparing a medical kit in case of emergency.
C. Attending the outing together with your friends.
D. Listening to radio reports with regards to the typhoon.

Lesson Tracking a Tropical Cyclone

1
Typhoons have a big impact on the weather conditions of the Philippines. A great portion
of the rainfall, humidity and cloudiness are due to the influence of typhoons.
In your past lesson, you already know that the perfect generating ground for a tropical
cyclone is an area where warm and humid air is present. The most active basin of tropical
cyclones is the North Western Pacific Ocean where the Philippines and other Asian countries
are situated.
The Philippine, Atmospheric, Geophysical, and Astronomical Services Administration
(PAGASA) is assigned to monitor the existence of tropical cyclones and other weather
disturbances within the Philippine Area of Responsibility or PAR.
When a certain typhoon enters the PAR, it does not mean the typhoon has entered the
country. The PAGASA releases warnings to the public once a typhoon enters PAR, and they
closely monitor all the tropical cyclones that will be spotted within PAR. The PAGASA can
identify which areas of the country are possible to be affected by the storm in the next 24
hours.
In this module, you will learn how to trace the path of the typhoon that enters the PAR
using a map and tracking data.

What’s In

Complete the crossword puzzle by reading the clues below. Write the correct answer
on the corresponding number.

What’s New

What’s New
Philippines is located along the typhoon belt, making dangerous storms from July
through October. Typhoons are especially hazardous for Northern and
Eastern Luzon, Bicol and Eastern Visayas regions because typhoons usually move east to

2
west across the country, heading north or west as they go these places. Manila gets affected
periodically as well. Bagyo is the Filipino term for any tropical cyclone in the Philippine
Islands. According to PAGASA, about 20 tropical cyclones enter the PAR each year. We must
be knowledgeable about tropical cyclones if we want to prevent the loss of more lives. One of
these is to learn how to trace typhoons using tracking data. Let us know the common or usual
passage of the typhoons.
To understand the formation of typhoons and their movement within the PAR do the
following activity.
Activity 1: TRACKING A TYPHOON
Objectives:
1. Track the pathway of a typhoon that enters the PAR given the latitude and longitude
position.
2. Describe the path of the typhoon that enters the PAR.
Materials Needed:
● Philippine Map ● Colored pen
● Tracking data ● Ruler
Procedures:
Use the latitude and longitude (lat-long) in the table below to track the location of
the typhoon. Plot each lat-long pair on the Philippine map. Write the tropical cyclone (TC)
name and the date of occurrence. Answer the guide questions.
Table 1:
Date: September 12-16, 2018
Tropical Cyclone Ompong (International name: Manghut )
Date - TIme Latitude Longitude
9/12/2018 - 0:00 13.90 136.20
9/12/2018 - 6:00 14 135.20
9/12/2018 - 12:00 14.20 134
9/12/2018 - 18:00 14.30 132.50
9/13/2018 - 0:00 14.50 131.20
9/13/2018 - 6:00 14.70 130.10
9/13/2018 -12:00 15 129
9/13/2018 - 18:00 15.20 127.90
9/14/2018 - 0:00 15.90 126.90
9/14/2018 - 6:00 16.80 125.60
9/14/2018 - 12:00 17.40 124.10
9/14/2018 - 18:00 18 122.30
9/15/2018 - 0:00 18.10 120.60
9/15/2018 - 6:00 18.50 119.70
9/15/2018 - 12:00 19.20 118.40
9/15/2018 - 18:00 19.80 116.90
9/16/2018 - 0:00 20.70 115.20
9/16/2018 - 6:00 21.60 113.60

Tracking data are from https://rammb-

data.cira.colostate.edu/tc_realtime/storm.asp?storm_identifier=wp262018

Note: The data inside the box was given a sample (no need to put broken lines to intersect
the two coordinates as shown in the sample)
Guide Questions:
1. Where did typhoon Ompong form? _________________________________________________
2. When did typhoon Ompong enter the PAR? __________________________________________
3. When did typhoon Ompong leave the PAR? __________________________________________
4. In what direction did typhoon Ompong move? _______________________________________
5. Which part of the Philippines was hit by typhoon Ompong? __________________________

3
 .2

4
09/12/2018 - 0:00
Lat:13.90, Lon:136.20

Figure 1: Philippine Area of Responsibility

 What is It

Based on the tropical cyclone summary made by PAGASA last 2018, tropical cyclone
Ompong developed from an area of low pressure located over the Marshall Islands in the evening
of September 7, 2018. Ompong maintained a steady westward movement due to the influence
of the high pressure situated to the north of the system. Then, on September 9, Ompong reached
typhoon intensity. The Regional Specialized Meteorological Center (RSMC) Tokyo named the
typhoon “Mangkhut”(international name). The name was contributed by Thailand, which refers
to the “mangosteen fruit”.

The typhoon continued moving generally westward while increasing in intensity.

Ompong maintained its strength as it entered the PAR on September 12. Since it was inside the
PAR by then, PAGASA named it Ompong from their prepared list. While inside the PAR, Ompong
started its slow change from westward to a more west-northwestward movement.

The typhoon made landfall over the remote portion of Baggao, Cagayan on September
15. The landfall caused the typhoon to weaken significantly after crossing Luzon. Ompong left
the landmass of Luzon at around 10:00 AM on September 15 and then left the PAR later that
day at 9:00 PM, with an estimated maximum sustained wind of 145 km/hr.

The typhoon caused widespread damage across Northern and Central Luzon due to its
intense nature and large size (~ 900 km). It caused flooding and landslides especially in the
mountainous Cordillera Administrative Region (CAR).

How will you describe the track of the tropical cyclones inside PAR?

Below are the tracks (paths) of four tropical cyclones that entered the PAR in the past
years. The tracks were plotted by PAGASA. Study the maps and answer the following questions.

Figure 2: Typhoon Vinta, 2017 Figure 3: Typhoon Rosita, 2018

Figure 4: Typhoon Hanna, 2019 Figure 5: Typhoon Tisoy, 2019

Images are from http://bagong.pagasa.dost.gov.ph/information/annual-cyclone-track
5
Where did the tropical cyclones form? On land or in the ocean? _________________________________
In what direction did the tropical cyclones move? ______________________________________________
Which part of the Philippines is most hit by the tropical cyclones? _______________________________
What is the reason for this? _________________________________________________________________
Which tropical cyclone did not make a landfall? _______________________________________________
How do you say so? _________________________________________________________________________
Why is it important to study and track the movement of typhoons? _____________________________

The Philippines is geographically located along the Pacific region near the Equator where
the ocean is warm, a condition for the formation of typhoons. Tropical cyclones develop over
oceans where sea surface temperature, also air temperatures are greater than 26°C or 27°C.
The wind in this part of the Earth is also blown in a westward direction so typhoons that produce
over the Pacific frequently move over into the Philippines.

In the four figures, you can see that tropical cyclones generally move in a northwest
direction. The reason is that there are large-scale winds that push the tropical cyclones in that
direction. This is also the reason why the Northern part of the country is greatly affected by the
typhoon and the Southern part is often untouched.

When the typhoon moves over land after being over water it will make its landfall. A
typhoon is classified as making landfall when the center of the storm travels over land. This is
where most of the damage occurs such as storm surge, strong winds, and heavy flooding rains.
When a tropical cyclone makes landfall, the eye closes in upon itself due to the weakening
process, which causes surf to decrease. Maximum sustained winds will naturally decrease as
the cyclone moves inland due to frictional differences between water and land with the free
atmosphere.

PAGASA’s System for Naming Typhoons in the Philippines

Year 1998 when PAGASA launched the “Name A Bagyo” contest, the organization asked
Filipinos to submit all the names they wanted to use for the typhoons that enter PAR. A
committee chose about 140 names including male and female names, as well as gender-neutral
names.

PAGASA divided the list into four sets of 25 typhoon names (each starting with A to Z)
with additional 10 auxiliary names (each starting with A to J) in case they used all the 25
typhoon names within the year.

PAGASA uses each set of typhoon names in rotation every four years. For example, the
set of names for 2018 will also be used in 2022, 2026, and 2030.

PAGASA removes a name from its list if the typhoon has caused at least 300 deaths or
PHP 1 billion worth of agricultural and infrastructural damages.

What’s More
Based on the mandated function given to PAGASA, it is tasked to give adequate and up-
to-date data information on atmospheric, astronomical, and other weather-related phenomena
to help the government and the people prepare for calamities caused by typhoons.
In this activity, you will know the damaging effects of typhoons and what to do during
the events.
Activity 2: Are you prepared?
Public Storm Warning Signals (PSWS)

Objectives:
1. Identify the different public storm warning signals.
2. Know the damages and things to do when typhoon hit
Material Needed:
● Activity sheet
● Pen
● PSWS data from PAGASA

6
Procedure:
Table 2. A. Complete the table below by choosing the appropriate response for each PSWS.
Use the data in the boxes.

Lead
Winds Impacts of the Damages to
PSWS Time What to do
(Kph) wind structures
(hrs)

1. Slight damage to 2.
#1 36 30-60 some houses of very
light materials

Light to moderate 3. 4.
#2 24 61-120
damage

5. 6. Seek shelter in strong

buildings and
#3 18 121-170
evacuate from low-
lying areas

7. Many houses of 8.
medium-built
materials are
#4 12 171-220
unroofed, extensive
damage to doors and
windows

9. 10. Evacuation to safer

More shelters should have
#5 12
than 220 been completed by
now

Impacts of the wind Damages to What to do

structures
Moderate to heavy Most residential and
damage institutional buildings of
mixed construction may be
No damage to very light
severely damaged.
damage
Structures of light
Heavy to very heavy materials are partially
damage damaged or unroofed.
Increasing damage to old,
dilapidated residential
structures and houses of
light materials (up to 50%
in a community)
All travels and outdoor
activities should be
cancelled.
Listen to severe weather
bulletin issued by
PAGASA.
Postpone outdoor
activities of children.
Very heavy to
widespread damage

What I Have Learned

Fill the blanks with corresponding words or group of words.

1. PAR stands for _____________________________________________________

2. _____________ is the Filipino term for any tropical cyclone in the Philippine Islands.
3. The Philippines is geographically located along the _____________ region near the
______________ where the ocean is warm, a requirement for the formation of typhoons.
4. Tropical cyclones that enter PAR generally move in a _________________ direction.
5. A typhoon is classified as making ____________________ when the center of the storm
travels ________________________.

7
 What I Can Do
Now that you have learned how and the importance of tracing typhoons, it is time
for you to make an emergency plan. Gather your family members and discuss the
precautionary measures to lessen the risk brought about by the typhoon.
At the back of this page write down the things you need to do before, during, and
after the hit of a typhoon.

Criteria 5 4 3 2
Content is realistic Content is realistic Content is realistic, Content is
and accurately and well explained; but not properly unrealistic and not
explained; provided provided at least 4 explained; provided properly explained;
Content and focus at least 5 emergency emergency plans at least 3 emergency provided at least 2
plans before, during before, during and plans before, during emergency plans
and after the after the typhoon. and after the before, during and
typhoon. typhoon. after the typhoon.
The emergency plan The emergency plan The emergency plan The emergency plan
is unique and is attainable by all is attainable by is unattainable by
Originality and
attainable by all family members. some of the family all family members
involvement
members of the members.
family.
Uses an Uses a logical and Uses an adequate Uses an inadequate
exceptionally logical effective logical and effective organizational plan
Organization
and effective organizational plan. organizational plan.
organizational plan.

Below are some weather instruments used in tracking tropical cyclones. Identify
the name of each instrument based on its uses. Choices are provided in the box.

Pilot Balloon Doppler Weather Radar Theodolite

Rawinsonde Anemometer

Additional Activities

Instrument Uses Name

1.
Capable of estimating radial
velocity which can be used to
determine the wind strength of
tropical cyclones as well as to
analyse its structure.

2.
A meteorological balloon that
is filled with gas lighter than
air. It is used in conjunction
with a theodolite to determine
the speed and direction of
winds at different levels of the
atmosphere.

8
 It is like an engineer's transit;
3.
it consists of a sighting
telescope mounted so that it is
free to rotate around a
horizontal and a vertical axis
and has graduated scales so
that the angles of rotation
maybe measured while
tracking the pilot balloon.

An electronic device used for

4.
measuring wind velocity,
pressure, temperature, and
humidity aloft. It is also
attached to a balloon and as it
rises through the atmosphere,
it makes the required
measurements.

5.
Cups catch the wind, turning
a dial attached to the
instrument. The dial shows
the wind speed.

Assessment
Encircle the letter of the best answer.

1. PAGASA is a government agency in the Philippines assigned to monitor the occurrence

of tropical cyclones. What does PAGASA stand for?
A. Philippine, Atmospherical, Geophysical, and Astronomical Services
Administration response
B. Philippine, Atmospheric, Geophysical, and Astronomical Services Administration
reproduction
C. Philippine, Atmospheric, Geophysical, and Astronomy Services Administration
D. Philippine, Atmospheric, Geophysical, and Astronomical Services Administration
2. According to PAGASA, how many tropical cyclones enter the Philippine Area of
Responsibility each year?
A. 10 B. 15 C. 20 D. 25
3. Tropical cyclones generally move in a northwest direction. Why is this so?
A. because tropical cyclones spin counterclockwise direction
B. because tropical cyclone follows the global wind pattern
C. because there are large-scale of clouds forms in that area
D. because there are large-scale winds that push the tropical cyclones in that
direction
4. Why is the Philippines prone to typhoons?
A. because of geographical location C. because it only has two seasons
B. because it consists of islands D. because it is in the north hemisphere
5. How can we classify if a typhoon makes a landfall?
A. when the typhoon enters the PAR
B. when it travels west-ward direction
C. when the eye of the typhoon travels over land
D. when its maximum sustained winds continue to increase

9
8
Science
Quarter 2 – Module 6:
Comets and Asteroids
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 6: Comets and Asteroids
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been exerted
to locate and seek permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Marcia Lulo A. Infante

Editor: Edwin I. Salviejo EdD and Hernan L. Apurada

Reviewers: Milagros B.Censon, Tomasa D. Maggay, Janet G. Mercado

Christopher Lubis

Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the support
of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know
This module was designed and written with you in mind. It is here to help you master
the Comets and Asteroids. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now using.
This module consists of one lesson:
Lesson 1 – The Impact of Near Earth Object
After going through this module, the learners are expected to:
1. Characterize comets and asteroids and identify their distinct features;
2. Describe the changes that happens to a fragment from a comet and asteroids as it
enters the Earth's atmosphere;
3. Simulates the impact of asteroids and comets on Earth;
4. Present observations on simulating the impact of asteroids and comets using
drawings/illustrations.

What I Know
Choose and encircle the letter of the best answer.
1. Where is the main asteroid belt located?
A. In between Earth and Mars C. In between Mars and Jupiter
B. In between Earth and Venus D. In between Sun and Mercury
2. What is the name of the largest Asteroid?
A. Ceres C. Pallas
B. Halley D. Vesta
3. Comets move around the sun. What will happen to the comet when it is near
approaching the sun?
A. The comet burned.
B. The comet disappears.
C. The size of the comet became smaller.
D. The comet becomes bigger than its original size.
4. What are comets believed to be made of?
A. only ice C. Hydrogen gas
B. only rock D. mixture of ice, rock and dust
5. Who was the first person to predict the return of a comet?
A. Catherine Herschel C. Charles Messier
B. Charles Darwin D. Edmond Halley

Lesson The Impact of Near-Earth Objects

1

What’s In

Look at the image below, what is it? Yes, you are correct! That is a solar system. As you
have learned from the previous grades , you identified and named in a sequence the planets
in the solar system. Could you name it again without searching it or looking for any
references? Use a separate sheet of paper and write the name of the planets

1
Source: solarsystem.nasa.gov

Have you observed number 9, is it a part of the solar system? It is known as the
asteroid belt or the main asteroid where you will find different sizes of asteroids or minor
planets and located between Jupiter and Mars. How far is the asteroid belt from the Earth?

What’s New
Do you know where and how these Near-Earth Objects formed? The composition,
origin and pathway of these objects were studied by different Scientists like Chemists,
Physicists, Biologists, and Astronomers. Do you know that the leftovers from the formation
of planets 4.6 billion years ago are the origin of the existence of the asteroids and comets -
meteors? In the latest update, there are currently 989,246 known asteroids and 3,653
known comets.

Why is the study of Near- Earth Objects important? Are these Near -Earth Objects
beneficial or disastrous to our surroundings? Write your answer in a separate sheet of
paper.

What is It
From the study of the National Aeronautics and Space Administration (NASA), the
current number of known comets is 3,660. These comets were named after their
discoverer or the name of the spacecraft. You will find out some names of comets and
their discoverer.

Comets are cosmic snowballs of

frozen gases (ammonia, methane, and
carbon dioxide), rocks, dust that orbit the ,
the size is just like a town. As it moves near
to the sun, it heats up and spews dust and
gases into a giant glowing head larger than
most planets. It is just like a cloud around
the nucleus called a coma. Comets emit
light from the sun because of its Silica
component. From the research done on the different comets, scientists believed that it was
a comet which brought water or life to Earth because of its chemical composition.

While the comet is in its orbit approaching the sun, it encounters the heat waves
from the sun called solar wind. Since a comet is a frozen icy water, some of the ice starts

2
to melt and boil, the melting water extends hundreds and thousands of kilometers looking
like 2 brightly tails - dust tail and an ion (gas) tail. Particles from the tail cross the orbits
and some of it reach the atmosphere of the Earth and result in meteor showers.

Comet has two kinds: Long period comet which come from Oort cloud. It is beyond
our Solar System which can take 30 million years to complete one trip around the Sun. The
Short Period Comet comes from the Kuiper belt beyond Neptune's orbit taking less than
200 years to orbit the Sun like Comet Halley.

Comet Halley was one of the familiar short period comets in honor of Edmond Halley
(1656-1742) in 1705. He was the first Astronomer who studied the recorded comet with
collected year data 1531,1607, and 1682. Halley also used Isaac Newton`s theories of
gravitation and planetary motions to compute the orbits of several comets. He suggested
that the 3 comets with different years were only a single comet which only made round trips
in the solar system. He predicted that about 76 years that the comet will return, it so
happens it appears the year 1758 – 1759, it was 16 years after his death which also Halley`s
prediction of the next appearance of the same comet. It was named 1P Halley meaning the
first Periodic comet named Halley. The last appearance of 1PHalley was recorded last 1986.

Asteroids as described by Prof. Zeljiko Ivezic, LSST/University of Washington from

the interview of Space Generation Advisory Council`s N.E.O Working Group, that asteroids
vary in their sizes, they are as big as a mountain. Famous asteroids were known because
of having larger than 100 km in diameter like Ceres the largest asteroid having diameter of
940 km, Pallas with 510 km and Vesta measuring 510 km. Other asteroids ranged 50 to
100 km or even smaller from 50 km in diameter.

Activity 1
The Impact of Comets and Asteroids
Objectives:

After performing this activity, you should be able to:

1. Describe and draw the impact of comet or asteroid as they hit the Earth’s surface
based on a simulation

Materials

2 rectangular container ( any aluminum tray or plastic)

1 rock ( fist size ) toys
water flour
pencil ruler

Procedure:

1. Put a 1 kg flour and add water about 3-4 centimeters deep from the surface of the
flour.
2. Near the edge of the rectangular tray, put a minute toy or any toys (represent
animals) and draw the set up in the left box below.
3. Place the tray on top of a table
4. View from the top, throw the rock inside the tray. Do this about four times.
( Imagine that the rock is a piece of asteroid or comet that hits the Earth's ground
and the toys are the huge animals million years ago )

Note: Use another sheet of paper for the illustrations and for the questions

5. Draw the set-up before and after the simulation .

3
 Set up Before simulation Result of impact after
simulation

Q1. If those minute animals in the simulation are the dinosaurs, could it be possible that
the theory of the Dinosaurs` extinction is true? To support your explanation, using
a ruler, measure the distance of a toy from its original place before and after the
blast. Use the scale 1mm = 1km.
Q2. Is there a crater formed? What does the crater tell about the damage of the impact?

Barringer Meteor Crater

Q3. Compare the crater from the simulation to the picture of the crater at the left side.

What’s More

What do you think is/ are the difference/s between a comet and an asteroid?.

The table below shows the comparison of some characteristics of comets and asteroids.
Table 1.

Common Characteristics Differences

With presence of silicates allows a comet
or Asteroid to reflect light from the sun
in varying amounts depending on the
size and composition
● Comets are Icy ( frozen water ); frozen gases
(ammonia, methane, and carbon dioxide);
other organic compounds ( Carbon-containing
compounds
● Asteroids are rocky fragments Silicates
(Olivine and pyroxene), iron, nickel

● Comets originated from the Oort cloud called

Both orbit the Sun and move relatively
slowly when viewed from Earth.
both having orbital period or years
long period comet which is beyond the solar
system and the Kuiper belt called short period
comet which is just beyond Neptune's orbit.
● Asteroids originated from Asteroid belt
between Mars and Jupiter
● Comet orbits highly elliptical
● Asteroid orbits more rounded

4
Based on the table above, compare comet and asteroid using the Venn diagram. Use a
separate sheet to answer this activity.
Comet Asteroid
id

What I Have Learned

1. Comet and asteroid are Near- Earth Object (NEO) that entered the earth’s atmosphere 4.6
billion years ago.
2. The asteroid is a rocky fragment and orbits between Jupiter and Mars.
3. Comets are cosmic snowballs of frozen gases, rock and dust that orbit the sun.
4. Asteroids and comets are left over from the beginning of the formation of the solar system.
5. Long Period comets come from the Oort cloud and Short Period comets come from the
Kuiper belt beyond Neptune's orbit.

What I Can Do

If you are a Scientist or Spacecraft engineer, what mitigation or action can you do to protect
the Earth from the potential hazard of an asteroid? Explain your answer.

Assessment

1. If the orbit of the long period comet is beyond the solar system, where is the short period
comet located?
A. Kuiper Belt C. Outer Space
B. Oort cloud D. Earth atmosphere
2. What Near Earth Object (NEO) can be found in between Mars and Jupiter?
A. Asteroid C. Meteor
B. Comet D. Star
3. Which is the most familiar comet of the 20th century?
A. Comet Beila C. Comet Halley
B. Comet Chiron D. Comet Ronald
4. Which Near Earth Object ( NEO ) is composed of Frozen Ice, rock and dust?
A. Asteroid C. Meteor
B. Comet D. Stars
5. Who used Newton's theory of universal gravitation to predict the return of comet?
A. Edmond Halley C. C.Nicolaus Copernicus
B. Johannes Kepler D. Tycho Brahe

5
8
Science
Quarter 2 – Module 7:
Meteor Shower
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 8: Meteor Showers
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Marcia Lulo A. Infante

Editor: Edwin I. Salviejo EdD and Hernan L. Apurada

Reviewers: Milagros B. Censon, Tomasa D Maggay, Janet G. Mercado

Christopher Lubis

Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know
This module was designed and written with you in mind. It is here to help you master
the Meteors. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
This module consists of one lesson:
Lesson 1: Meteor
After going through this module, the learners are expected to:
1. characterize meteor and identify their distinct features; and
2. describe the changes that happen to a fragment from a meteor as it enters the
Earth's atmosphere.

What I Know
Choose and encircle the letter of the best answer.
1. Which best explains why a bright flash is seen in the sky when there is a shooting star?
A. A star has suddenly shot across the sky.
B. The flash occurs when a speeding rock from space hits the ground.
C. Emission of visible light from a particle has not yet entered Earth’s atmosphere.
D. The glow from a pea-size particle and the surrounding air as it burns up in our
atmosphere.
2. Which best describes a meteorite
A. A meteorite is a universal object that has fallen to earth.
B. A meteorite is a meteor that makes it through earth’s atmosphere.
C. A meteorite is a piece of ice with rock and dust that has its own orbit.
D. A meteorite is a piece of rock or metal that is revealing through space.
3. Which annual meteor shower would Grade 8 students observe in October?
A. Geminids C. Orionids
B. Lyrids D. Quadrantids
4. What is the meteor called when it is in outer space?
A. Meteor C. Meteorites
B. Meteoroid D. Meteor showers
5. What are Eta Aquarids and Orionids called?
A. Constellations C. Asteroid showers
B. Meteor showers D. Meteor constellations

1
 Lesson Meteor
1

What’s In

Write Comet, Meteor or Asteroid in the box that best fits the given characteristic.

Comet, Meteor or Characteristics

Asteroid
1. Its structure is like a large dirty snowball.

2. It is made up of dust and rock that burn up in the

Earth's atmosphere.
3. It is a rock made up of similar material that formed
the planets.
4. It is made of dust and rock mixed with frozen water,
methane, and ammonia
5. Smaller pieces of rock broken from this object become
meteoroids

What’s New
Have you heard of falling stars, shooting stars, or wishing stars? What did you do
when you saw one? Did you make a wish?

In the previous lesson, you have learned about the commonality between Asteroid and
Comet. In this module, you will find out how these Near-Earth objects are related to the
meteoroid.

According to the National Aeronautics and Space Administration (NASA), both

comets and asteroids contribute to the appearance of meteors. In outer space, chunks of
asteroid may break into small pieces called meteoroids. There are instances that collisions
happen among meteoroids and reach the orbit of the Earth and cross the atmosphere
because the gravity pulls these objects down where some would successfully reach the
Earth's ground.

The Meteor as simply explained by NASA changed its name depending on its
location. A meteoroid is an outer space rock from dust grains of a small asteroid. If this
space rock enters the Earth's atmosphere or any of the planets and starts to burn-up it is
known as meteor or commonly known as “shooting star”. It burns because of the friction
encountered in the atmosphere. When a meteor landed on the Earth's surface it was called
a meteorite.

2
 Could you identify the structures of a meteor, meteorite, and meteoroid?

Match the picture in column I to its name in column II and its description in column III.

I II III

an outer space rock, as small as dust grain or as small

Meteoroid asteroid

survived from the atmosphere and

Meteor
reached the Earth`s ground

Meteorite streaking light in the atmosphere during the dark sky

What is It

Analyze the pictures below. The first picture is the image of a comet and the second
picture is a meteor shower. How are these two pictures related? Does a comet cause a meteor
shower?

Source:https://solarsystem.nasa.gov/asteroids-cometsandmeteors/meteors-and-meteorites/eta-aquarids/in-depth
If you say yes, your answer is correct! One of the famous short-term comets named
Comet Halley contributes to the hundreds or even thousands of striking lights at night during
May and October. Do you know what meteor showers are?

What’s More
Meteor showers are celestial events in which different numbers of meteors are
observed originating from one point in the night sky. They occur yearly or at regular intervals
as the Earth passes through the trail of dusty debris left by a comet. The Eta Aquarids in
May and the Orionids in October are the most often seen meteor showers. Both meteor
showers came from the names of constellations Orion and Aquarius that are close to where
the meteor appeared in the sky, but these are not the sources of meteor showers.
Comet Halley was named after Edmund Halley, one of the astronomers who calculated
the return of such a comet 76 years after its appearance. From the observation done by
NASA, every time Halley returns to the inner solar system its nucleus sprays ice and rocks

3
into space. This debris stream is attracted by the Earth’s gravity and results in two meteor
showers in May and October.
The picture shows a close-up view of a meteor shower.

Source:https://solarsystem.nasa.gov/asteroids-comets-andmeteors/meteors-and-meteorites/eta-aquarids/in-depth

Answer the following questions. Write your answer in a separate sheet of paper.
1. What do you think will happen when these meteors land on Earth?
2. What will be the impact of these meteors?
3. If you were a Scientist what mitigations or steps would you do to prevent the potential
hazard caused by this impact?

What I Have Learned

● When Halley returns to the inner solar system its nucleus sprays ice and rock into space.
This debris stream results in two meteor showers each year: The Eta Aquarids in May and
the Orionids in October.
● Meteoroid, meteorite, and meteor are only a single small asteroid or space rock which only
differ depending on its location.
● A meteoroid is an outer space rock from dust grains to a small asteroid.
● Meteor is formed when the meteoroid reaches the atmosphere of any planet. It streaks
fast like a ball of fire.
● Meteorites are meteors that landed on the earth’s surface and successfully passed the
earth's atmosphere.
● Meteor showers are a celestial event in which different numbers of meteors are observed
to originate from one port in the night sky.

What I Can Do

Have you watched a documentary about a meteor which was found by the farmers in
Bongabong Oriental Mindoro? The farmers believed that they found a 9kg meteor. The rock
underwent different tests, and the result showed that it has 50% meteorites. If you are one
of the farmers and find out that the rock is a real meteor estimated to be worth 8 million
pesos, will you still believe that this meteor is just a wishing star that makes your dreams
come true?

Assessment

Choose and encircle the letter of the best answer.

1. What is the debris of the Near-Earth Objects that could pass across Earth's
atmosphere?
A. Asteroid C. Meteor
B. Comet D. Both B and C

4
 2. What is the shooting star or wishing star really is?
A. Asteroid C. Comet
B. Celestial body D. Meteor
3. What is the basis of naming Eta Aquarids and Orionid?
A. based on the belief C. based on the constellation
B. based on looking on it D. based on the name of the scientist
4. What is a Meteoroid?
A. It is a meteor shower.
B. It is a meteor found in outer space.
C. It is a meteor found in the Earth's ground.
D. It is a meteor found in the Earth's atmosphere.
5. What is the meteor called when it has already landed on Earth?
A. Meteor C. Meteorites
B. Meteoroid D. Meteor showers

Additional Activities
Familiarize yourself with the locations of meteor. Perform this activity.

Activity

Who Am I?
Objectives:
At the end of the learning activity, the learners must be able to:
● Show where a meteoroid, meteor and meteorite are most likely to be found in the
diagram below. Use the following symbols for each.

Draw a circle for a meteoroid; a star for a meteor; and a square for a meteorite.

1. Post the shape of meteors, meteoroids, and meteorites on the figure below. Put at least
6 shapes in its specific location.

Outer space

Atmosphere

Earth

5
8
Science
Quarter 2 – Module 8:
Enhancement Activities
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 8: Enhancement Activities
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Nenita D. Aspillaga, Dee Ann D. Navarro, Catherine D. Solijon

Ruth F.Arroyo, Sonia F. Hernandez

Editor: Edwin I. Salviejo EdD and Hernan L. Apurada

Reviewers: Janet G. Mercado, Alicia P. Trinidad, Marlene A.Mercene,

Layout Artist: Arnold G. Chan

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know

This module was designed and written with you in mind. It is here to help you master
the Doing Scientific Investigation: Ways of acquiring knowledge and solving problems.

This module is composed of various learning activities from previous modules:

After going through this module, you are expected to:

1. describe the three types of fault and relate the types of stress associated with each
type;
2. differentiate epicenter from focus and intensity from magnitude;
3. identify the layers of the Earth and their characteristics in relation to seismic waves;
and
4. characterize a typhoon and how it develops.

What I Know
Choose the letter that corresponds to the best answer.
1. What is the strike direction of the fault?
A. East
B. North
C. Northeast
D. Northwest
2. Which statement best describes a focus?
A. The area directly above the epicenter
B. The area where damages on the Earth’s surface occurs.
C. The area on the Earths’ exterior where movement starts.
D. The area where the waves start, and movement of rocks originated.
3. Which are the seismic waves that travel through interior part of earth?
A. Body waves c. Inner waves
B. Deep waves d. Surface waves
4. What is the difference among typhoons, hurricanes and cyclones?
A. Hurricanes are stronger than typhoons and cyclones.
B. Hurricanes, typhoons and cyclones occur in different geographical areas.
C. Typhoons are bigger than cyclones; cyclones are bigger than hurricanes
D. Typhoons, hurricanes and cyclones always happen at the same time in a
specific area.
5. What causes the formation of faults?
A. Rolling of rocks C. Weathering of rocks
B. Expansion of rocks D. Twisting or tearing apart of
rocks
6. Which describes the magnitude of an earthquake?
A. Hanging objects swing violently
B. Vibration is felt like one passing of a light truck.
C. Heavy objects or furniture move or may be shifted.
D. Accompanied by local damages near the epicenters.
7. On what region of the Earth is the seismic energy of Earthquake occur?
A. Crust C. Fault
B. Epicenter D. Hypocenter

1
 8. What is the central part of the typhoon?
A. eyewall C. head of the typhoon
B. eye of the typhoon D. both a and b
9. Where do faults result from?
A. Slow strain rates C. Rock brittle deformation
B. Ductile rock folding D. A and C
10. What region of the Earth is indicated by the star in the diagram?

A. Crust
B. Mantle
C. Outer Core
D. Inner Core

11. What is the term used for tropical cyclone in the north western part of the Pacific
Ocean?
A. cyclone c. tsunami
B. hurricane d. typhoon
12. What fault and movement are shown in the diagram?
A. Lateral fault: the fault plane slides horizontally
B. Reverse fault: the hanging wall moves upward
relative to the footwall
C. Normal fault: the hanging wall moves downward
relative to the footwall
D. Thrust fault: the two layers rock between the faults
are shifted parallel to the fault plane.
13. Where is epicenter with respect to focus?
a. Epicenter is just above the focus c. Epicenter is just beside the focus.
b. Epicenter is just below the focus. d. Epicenter surrounds the focus.
14. What do seismologists pertain to when they mention the impact of the earthquake
on humans and structures?
A. Epicenter B. Focus C. Intensity D. Magnitude
15. What is the use of a seismograph?
A. It sounds an alarm.
B. It prevents earthquakes from occurring.
C. It calms the seismologist during an earthquake.
D. It records the vibrations produced during an earthquake.
16. At what distance can a Richter magnitude scale determine the amplitudes of the P-
and S waves from the center of the earthquake?
a. 100 km b. 200 km c. 300 km d. 400 km
17. Why is our country prone to typhoons?
a. It is an archipelago.
b. It is near the North Atlantic Ocean.
c. It is near the Western North Pacific Ocean.
d. It is near the Western South Pacific Ocean.
18. What is the term used for tropical cyclone in the North Atlantic?
a. hurricane c. willy-willy
b. typhoon d. zinger
19. Which is described as the break in the Earth’s crust where significant movement
occurred?
A. Breakage B. Fault C. Focus D. Intensity
20. What active fault line passes through most of the cities in Metro Manila?
a. West Valley Fault c. Central Philippine Fault
b. Eastern Philippine Fault d. Western Philippine Fault

2
 Activities

ACTIVITY 1.1:
Fill me in the right word
Given the words in the box. Complete the chart below to distinguish between each of the
types of Faults.

shear vertical tension compressional

horizontal downward upward

Strike Slip Fault Normal Fault

Hanging wall Foot wall

Hanging wall

Foot wall

No Hanging wall
and Footwall

Hanging Wall
Types of Faults Force Motion
Direction
Normal

Reverse

Strike- slip

ACTIVITY 1.2.a:
Seek Me
Write the intensity scale of the effects of the earthquakes. Find the answer on Table 1: PEIS
in Module 2: Earthquake’s Epicenter

Intensity Scale Effects of Earthquake

1. Old or poorly built structures suffer

considerable damage.
Source: https://www.phivolcs.dost.gov.ph/index.php/earthquake/destructive-earthquake-of-the-philippines

2. Very old or poorly built houses and man-

made structures are slightly damaged.
Source: https://www.phivolcs.dost.gov.ph/index.php/earthquake/destructive-earthquake-of-the-philippines

3. Many well-built buildings are considerably

damaged.
Source: https://www.phivolcs.dost.gov.ph/index.php/earthquake/destructive -earthquake-of-the-philippines

3
ACTIVITY 1.2.b:
Match me
Match the description in column A to its corresponding magnitude scale in column
B. Write the letter before the item number.

A B
_____1. Strong earthquakes A. Magnitude 5 to 6

_____2. Hardly perceptible shocks B. Magnitude 3 to 4

_____3. Major earthquakes C. Magnitude 6 to 7

_____4. Very feeble shocks D. Magnitude below 3

ACTIVITY 1.3:
Label the Earthquakes
_____5. layers of thewith
diagram below.
moderate Choose the answer
strength inside 7the
E. Magnitude to box.
8

5. Point A
6. Point B
7. Point C
8. Point D
9. Point E • Core
10. Point F • Mantle
• Outer Core
11. Point G • Inner Core
• Surface
12 – 13. Points F and G • S Waves
Waves
14-15. Points C and D • P waves
• Body Waves
• L waves
• Epicenter
ACTIVITY 1.4 • Raleigh
• Focus
waves
Tropical Cyclone Recipe
Identify the different contributing factors to the development of a tropical cyclone.
Tropical Cyclone Must Haves/Must not have Yes No
1. The developing system must be at least 500 km away from the equator.
2. The middle atmosphere must be relatively humid at the height of about 5000 meters.
3. The wind speed must change slowly with the height through the troposphere.
4. The ocean should be at freezing temperature.
5.The temperature of the surface layer of the ocean must be 26.5 degrees Celsius or warmer
6. There should minimal water source.
7. The warm layer must be at least 50 meters.
8. There should be less water vapor in the air.
9. There is a preexisting atmospheric circulation located closer to the near surface warm layer.
10. There should be no convection at all.

4
 Assessment
Choose the letter that corresponds to the best answer.
1.What is a fault?
a. the point inside the earth at which an earthquake occurs
b. a fracture in Earth along which movement has occurred
c. fracture in Earth along with no movement has occurred
d. the point on Earth’s surface directly above the earthquake focus
2. Earthquakes with greater intensity may result to major damage to people and their
properties. Which characteristics of an earthquake may produce the greatest destruction?
a. Deep epicenter c. Intermediate focus
b. Deep focus d. Shallow focus
3. Which statement is CORRECT about the surface wave?
a. It is a harmless wave.
b. It can travel in the inner core of Earth.
c. P wave is a kind of surface wave.
d. It can cause the most destructive effect during the earthquake occurrence.
4. Where do typhoons form?
a. over the ocean
b. under the Earth
c. in a river stream
d. at plate boundaries
5. What type of fault is the Valley Fault System along Marikina?
a. Normal fault
b. Oblique fault `
c. Reverse fault
d. Strike-slip fault
6. What basically drives the forces that result in a fault?
a. Coriolis effect
b. Gravitational pull of the moon
c. Atmospheric pressure gradient
d. Convection current in the mantle
Refer to the statements in the box to answer questions number 7-8.

I. It is written in Roman Numerals.

II. It measures the strength of the earthquake.
III. It is written in Hindu Arabic.
IV. It measures the effect of the earthquake.
7. Which statements describe the intensity of an earthquake?
a. I & II b. III & IV c. II & III d. I & IV
8. Which statements describe the magnitude of an earthquake?
a. I & II b. III & IV c. II & III d. I & IV
9. Which type of seismic wave travels the slowest?
a. P- wave b. S-wave c. Surface waves d. Both B and C
10. When there is an earthquake, the energy released travels and vibration occurs. Which
sequence correctly indicates the different arrivals of seismic waves from first to last?
a. P waves - Surface waves – S waves
b. Surface waves - P waves - S waves
c. P waves – S waves - Surface waves
d. S waves - P waves - Surface waves
11. What is another name for a typhoon in the Atlantic Ocean?
a. blizzard b. hurricane c. tornado d. tsunami

5
12. Where are typhoons most likely to do the most damage?
a. In a desert b. In a forest c. near the seaboards d. on the North Pole
13. What is the difference between typhoons and hurricanes?
a. wind speed
b. strength of wind
c. amount of rainfall
d. place they originate
14. What type of fault does the diagram represent?
a. Lateral fault
b. Normal fault
c. Reverse fault
d. Thrust fault
15. What type of fault usually occurs because of tensional stress?
a. Lateral fault
b. Normal fault
c. Reverse fault
d. Thrust fault
16. Where will most of the surface destructions take place?
a. deep focus c. hypocenter
b. epicenter d. shallow focus
17. According to PHIVOLCS, where is the most geologically active fault line in the
Philippines?
a. West Valley Fault c. Central Philippine Fault
b. Eastern Philippine Fault d. Western Philippine Fault
18. How do rock particles move during the passage of a P-wave through the rock?
a. They do not move.
b. They move in a rolling circular motion.
c. Back and forth parallel to the direction of wave travel.
d. They move back and forth perpendicular to the direction of wave travel.
19. How do rock particles move during the passage of a S-wave through the rock?
a. They move in a rolling circular motion.
b. They move in a rolling elliptical motion.
c. Back and forth parallel to the direction of wave travel.
d. They move back and forth perpendicular to the direction of wave travel.
20. How do you describe the weather in the eye of a typhoon?
a. calm b. intense c. violent and windy d. sunny