Regional Training of Teachers (RTOT) On Science Critical Content Grade 8 - Earth & Space (Earthquakes and Faults)

REGIONAL TRAINING OF TEACHERS
(RTOT)
on
SCIENCE CRITICAL CONTENT
Grade 8 – EARTH & SPACE

(EARTHQUAKES AND FAULTS)
ARACELI KILAAN TAMIRAY

Facilitator
DEPARTMENT OF EDUCATION
AGREEMENTS
Agree to arrive on time for the beginning of
each day and every after lunch and coffee
break.
Respect each other’s views: Agree to listen to

other person’s full opinions or ideas and not to
react immediately.
Agree to switch off mobile phones while

sessions are on going.
TEACHING DEMONSTRATION
The demonstration
teacher will implement Any
the DLP that you will be volunteer
please?
creating as a group
output before the end of
the session workshop.
Yes, I want
to
volunteer!
My Name is ________________________
Teamwork is the KEY!
This group will be divided into ________ smaller groups.
1. Each group must have 7-8 members and assign
different role assignments:
a. TEAM LEADER
b. SECRETARY
c. PRESENTER/DEMO TEACHER
d. RESOURCE MANAGER
3. Each activity has specific time allotment. So use your
time WISELY!
4. Work collaboratively among and with other members.
5. Submit all worksheets before the session ends.
Curriculum Content
In Grade 7
CONTENT
1. The Philippine Environment
1.1 Location of the Philippines using a
coordinate system
1.2 Location of the Philippines with
respect to landmasses and bodies
of water
Where is the
1.3 Protection and conservation
Philippines?
CONTENT STANDARD
The learners demonstrate an understanding of:
• the relation of geographical location of the Philippines to
its environment.
Curriculum Content
In Grade 8
CONTENT
1. Earthquakes and Faults
1.1 Active and inactive faults
1.2 How movements along
faults generate earthquakes
1.3 How earthquakes generate tsunamis
1.4 Earthquake focus and epicenter
1.5 Earthquake intensity and magnitude
1.6 Earthquake preparedness
1.7 How earthquake waves provide information about
the interior of the Earth
Curriculum Content
CONTENT STANDARD:
The learners demonstrate an
understanding of:
• the relationship between
faults and earthquakes
PERFORMANCE STANDARDS:
The learners shall be able to:
1. participate in decision making on where to build structures
based on knowledge of the location of active faults in the
community; and
2. make an emergency plan and prepare an emergency kit for
use at home and in school
Curriculum Content
LEARNING COMPETENCIES:
The learners shall be able to:
1. Using models or illustrations, explain how
movements along faults generate earthquakes;
(S8ES-IIa14)
2. Differentiate the
a. epicenter of an earthquake from its focus;
b. intensity of an earthquake from its magnitude; and
c. active and inactive faults; (S8ES-IIa15)
3. Explain how earthquake waves provide information
about the interior of the earth. (S8ES-IIc17 )
MAIN OBJECTIVES
This session is intended to extensively update the
understanding of Science Teachers regarding essential
concepts about faults and earthquakes. Participants should
be able to develop an understanding of the relationship
between faults and earthquakes.
Specifically,
1. Give the difference between:
a. epicenter of an earthquake from its focus;
b. intensity of an earthquake from its magnitude; and
c. active and inactive faults.
1. Explain how earthquake waves provide information
about the interior of the Earth.
LET’S GET STARTED
1. Watch the short video of a news clip.
2. Think of this, what do you feel if you are living within these areas?
PLAY
You tube video: https://www.youtube.com/watch?v=F7wpQx3bYX4

ACTIVITY 1: HOW DID IT HAPPEN?
1. Color the fault model that is included
according to the color key provided.
2. Paste or glue the fault model on a
piece of folder or cartolina.
3. Cut out the fault model and fold each
side down to form a box with the
drawn features on top.
4. Tape or glue the corners together. This
box is a three-dimensional model of
the top layers of the Earth's crust.
5. The dashed lines on your model
represent a fault. Carefully cut along
the dashed lines. You will end up with
two pieces. Tape or glue a piece of
construction paper on the side of the
two fault blocks along the fault face.
6. Slide Block A upward while keeping B
stationary.
a.Which way did point B move relative to
point A?
b.What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d.What would likely happen to the river? the
road? the railroad tracks?
e. What landform could have been formed?
7. Slide Block B upward while keeping A
stationary.
point A?
e. What landform could have been formed?
8. Slide Block A sideward while keeping B
stationary.
point A?
QUESTIONS
What happens to the layer as one of
the blocks is moved?
- Fractures are formed near the boundaries of the
blocks
- Fault is a fracture along which the blocks of crust
on either side have moved relative to one another
parallel to the fracture.
What landforms could it have formed?
- lakes, valleys, and plateaus
Types of faults Video
TYPES OF FAULTS
Normal Faults
 Occurs when two blocks of rock are being
pulled apart and one block slides down against
another.
 Are formed along divergent boundaries.
TYPES OF FAULTS
Thrust Faults
 Occurs when one block of rock is pushed over
the top of another.
 Are formed along convergent boundaries.
TYPES OF FAULTS
Strike – Slip Faults
 Occurs when one block of rock slides
horizontally past another.
 Are formed along transform boundaries.
EARTHQUAKES AND FAULTS
Explain the relationship between faults and

earthquakes.
ACTIVITY 2: ELASTIC REBOUND
EARTHQUAKE MODEL
Play
DO THE FOLLOWING
1. Tape several matching sheets of sandpaper together to form
a long strip with smooth connections between each sheet.
2. Tack the strip onto the wooden board.
3. Attach a rubber band to the block (through the eyehook as
shown).
4. Place the block on one end of the strip of sandpaper and
place a weight on top of the block.
Refer to the set-up below:
DO THE FOLLOWING
5. Place the meter stick along the strip of sandpaper,
starting at the edge of the block.
6. Advance the end of the rubber band slowly and record
both the position of block edge and time.
7. Repeat for 3 additional trials using more rubber bands,
different types of sandpaper, or weight on top of the
block.
ANSWER THE FOLLOWING QUESTIONS
1.In the activity, what does the block of wood
represent?
2.What does the rubber band represent?
3.What does the sand paper represent?
4.What does the moving block represent?
5.Does the block always move the same
distance with each jump in motion? Why?
6. Explain how the activity might model the
cause of real earthquake.
1. In the activity, what does the block of wood represent?
– Tectonic Plates
1. What does the rubber band represent? - Energy
2. What does the sand paper represent? - Friction
3. What does the moving block represent? – Moving Plates
4. Does the block always move the same distance with each
jump in motion? - No
5. Explain how the activity might model the cause of real
earthquake.
EARTHQUAKE
Earthquake is the
sudden shaking of
the Earth that
occurs when
energy is released
when the
lithosphere or
tectonic plates
move.
FOCUS AND EPICENTER
Broken Car Windshield

ANSWER THE FOLLOWING QUESTIONS:
1. Describe the broken parts of the windshield.
2. In what part did the breakage or damage originate.
FOCUS AND EPICENTER
Diagram of the Main Features of an Earthquake

3. Compare the picture of the broken windshield with
the diagram of the main features of an earthquake.
4. Identify the parts shown in the diagram.
FOCUS AND EPICENTER
5. What can you see in

the two illustrations?
6. Can you identify from
the illustrations the
main features of an
earthquake?
FOCUS AND EPICENTER
The focus is the point within The epicenter is a
the earth where seismic waves location on the earth's
originate. surface directly above
It is the part of the fault that the focus.
has the greatest movement.
The fault plane is the

flat surface along
which there is slip
(fault) during an
earthquake.
How STRONG is the
EARTHQUAKE?
PHIVOLCS EARTHQUAKE INTENSITY SCALE (PEIS)
 Perceptible to people only under
favorable circumstances
 Delicately balanced objects are
disturbed slightly
 Still water in containers oscillate
slowly
 Felt by few individuals at rest

indoors
 Hanging objects swing slightly
 Still water in containers oscillates
noticeably
 Felt by many people indoors especially in upper

floors of buildings
 Vibration is felt like the passing of a light truck
 Dizziness and nausea are experienced by some
people
 Hanging objects swing moderately
 Still water in containers oscillate moderately
 Felt generally by people indoors and by some people outdoors
 Light sleepers are awakened
 Vibration is felt like the passing of a heavy truck
 Hanging objects swing considerably
 Dinner plates, glasses, windows, and doors rattle
 Floors and walls of wood-framed

buildings creak
 Standing motor cars may rock slightly
 Liquids in containers are slightly
disturbed
 Water in containers oscillate strongly
 Rumbling sound may sometimes be
heard
 Generally felt by most people indoors and

outdoors
 Many sleeping people are awakened
 Some are frightened/ Some run outdoors
 Strong shaking and rocking felt
throughout any building
 Hanging objects swing violently
 Dining utensils clatter and clink / Some
are broken
 Small, light, unstable objects may

fall or overturn
 Liquid spills from filled open
containers
 Standing vehicles rock noticeably
 Shaking of leaves and twigs are
noticeable
 Many people are frightened / Many run outdoors

 Some people lose their balance
 Motorists feel like driving with flat tires
 Heavy objects or furniture move or may be shifted
 Small church bells may ring
 Wall plaster may crack

 Very old or poorly built houses and man-made structures are
slightly damaged although well-built structures are not affected
 Limited rockfalls and rolling boulders occur in hilly to
mountainous areas and escarpments
 Trees are noticeably shaken
 Most people are frightened and run outdoors

 People find it difficult to stand in upper floors
 Heavy objects and furniture overturn and topple
 Big church bells may ring
 Old or poorly built structures suffer considerable damage
 Some well-built structures are slightly damaged
 Some cracks may appear on dikes, fish ponds, road surface or
concrete hollow block walls
 Limited liquefaction, lateral spreading and landslides are observed
 Liquefaction is a process by which loose saturated sand lose
strength during an earthquake and behave like liquid
 Trees are shaken strongly
 People panic
 People find it difficult to stand even outdoors
 Many well-built buildings are considerably damaged
 Concrete dikes and foundation of bridges are destroyed by ground
settling or toppling
 Railway tracks are bent or broken
 Tombstones may be displaced, twisted or overturned
 Utility posts, towers, and monuments may tilt or topple
 Water and sewer pipes may be bent, twisted or broken
 Liquefaction and lateral spreading cause man-made structures to sink,
tilt or topple
 Numerous landslides and rockfalls occur in mountainous and hilly areas
 Boulders are thrown out from their positions particularly near the
epicenter
 Fissures and faults rupture
 People are forcibly thrown to the ground

 Many cry and shake with fear
 Most buildings are totally damaged
 Bridges and elevated concrete structures are toppled and destroyed
 Numerous utility posts, towers, and monument are tilted, toppled or
broken
 Water sewer pipes are bent, twisted or broken
 Landslides and liquefaction with lateral spreading's and sand boils
are widespread
 The ground is distorted into undulations
 Trees are shaken very violently with some toppled or broken
 Boulders are commonly thrown out
 River water splashes violently on slops over dikes and banks
 Practically all man-made structures are

destroyed
 Massive landslides and liquefaction
 Large-scale subsidence and uplift of land forms
 Many ground fissures are observed
 Changes in river courses and destructive
seiches in large lakes occur
 Many trees are toppled, broken and uprooted
1. What were described in
the Philippine
Earthquake Intensity
Scale (PEIS)?
2. How was the SCALE
devised?
3. How is the strength of an
earthquake shown?
How was the Philippine Earthquake Intensity Scale described?
The PHIVOLCS Earthquake Intensity Scale (PEIS)
describes:
 how an earthquake is felt in a certain area,
based on the relative effects of an earthquake
on structures and surroundings.
 It is represented by Roman numerals with
Intensity I as the weakest and Intensity X the
strongest. It has been used since 1996, replacing
the Rossi-Forel scale.
1. Philippine Earthquake Intensity Scale (PEIS) gives the
qualitative description of how strong the earthquake is.
2. The MAGNITUDE is a quantitative measure of its
strength in terms of the energy released.
The INTENSITY of an earthquake is measured in terms of
damage caused by it at a particular location.
3. Magnitude of an earthquake is a measure of its size,
while intensity is an indicator of the severity of the
damage at a certain area or location caused by it.
4. Intensity decreases with epicenter. (the farther the
epicenter from the area, the less intense and less strong
the earthquake is).
A seismometer detects the vibrations caused by an
earthquake which are plotted by a seismograph.
Seismograph - Record
intensity, height
and amplitude of Seismic
Waves.
The strength, or magnitude,

of an earthquake is
measured using the Richter
scale. The Richter scale is
numbered 0-10.
Mercalli Scale Richter Scale
The effects caused by The energy released by the
Measures
earthquake earthquake
Measuring Tool Observation Seismograph
Quantified from observation Base-10 logarithmic scale
of effect on earth’s surface, obtained by calculating
Calculation
human, objects and man- logarithm of the amplitude
made structures of waves.
From 2.0 to 10.0+ (never
I (not felt) to XII (total recorded). A 3.0 earthquake
Scale
destruction) is 10 times stronger than a
2.0 earthquake.
Varies at different distances
Varies depending on from the epicenter, but one
Consistency
distance from epicenter value is given for the
earthquake as a whole.
ACTIVE and INACTIVE FAULTS
1. Describe the picture.

2. How would you know that a fault is active or inactive?
ACTIVE and INACTIVE FAULTS
Earthquake faults are caused by the movement of Earth's lithospheric

plate. Active faults have the ability to generate earthquakes while
inactive faults can no longer produce earthquakes.
Diagram of the seismic waves along the Earth’s interior and
how seismic travel
QUESTIONS:
1.What are the types of seismic waves based from the
diagram shown.
2. Describe how seismic waves travel through the
earth’s interior.
Recordings of seismic waves
from earthquakes led to the
discovery of the Earth’s interior.
Seismic waves generated
by an earthquake source
are commonly classified
into three main types.
Body waves
 Primary waves (P – waves)
 Secondary waves (S – waves)
Surface Waves
 Love and Rayleigh waves
o Primary or P-waves
pass through liquid
and solid
o Secondary or S-
waves pass only
through solid and
not through liquid.
P-waves travel faster than S-waves.
The time gap in the arrival of P-wave and S-wave
can give the estimate of the distance to the
earthquake.
Play
“GIVE THE CORRECT ANSWER”
MECHANICS
1. The game is called “GIVE THE CORRECT
ANSWER”.
2. The game will be played by choosing the

correct answer in the choices which will be
chosen from the “SPINNING WHEEL”.
3. The facilitators will pick which group then the

group will be given ten seconds to give the
correct answer.
SPIN!
tekhnologic
TIME IS
UP!!
TIME IS
UP!!
TIME IS
UP!!
TIME IS
UP!!
TIME IS
UP!!
TIME IS
UP!!
TIME IS
UP!!
TIME IS
UP!!
THANK YOU!

Regional Training of Teachers (RTOT) On Science Critical Content Grade 8 - Earth & Space (Earthquakes and Faults)

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REGIONAL TRAINING OF TEACHERS

Grade 8 – EARTH & SPACE

ARACELI KILAAN TAMIRAY

Respect each other’s views: Agree to listen to

Agree to switch off mobile phones while

You tube video: https://www.youtube.com/watch?v=F7wpQx3bYX4

Explain the relationship between faults and

Broken Car Windshield

Diagram of the Main Features of an Earthquake

5. What can you see in

The fault plane is the

 Felt by few individuals at rest

 Felt by many people indoors especially in upper

 Floors and walls of wood-framed

 Generally felt by most people indoors and

 Small, light, unstable objects may

 Many people are frightened / Many run outdoors

 Wall plaster may crack

 Most people are frightened and run outdoors

 People are forcibly thrown to the ground

 Practically all man-made structures are

The strength, or magnitude,

1. Describe the picture.

Earthquake faults are caused by the movement of Earth's lithospheric

2. The game will be played by choosing the

3. The facilitators will pick which group then the

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