Final Presentation About Earthquakes and Faults

Regional Mass Training of
Teachers on Critical Content

in Grade 8 Science
K to 10 Critical Content in Science 8

EARTHQUAKES
AND
FAULTS
Prepared by:
Vladimer N. Pamintuan
Regional Trainer
Adopted from:
Crisanta A. Ocampo Nilo Salazar
National Trainer National Trainer
AGREEMENTS
• Arrive on time.
• Respect each other’s views.
• Switch off mobile phones while
sessions are on going.
• Actively participate in all activities.
• Be selfless in sharing knowledge and

ideas.

TEACHING DEMONSTRATION
The demonstration
teacher will implement Any
the DLP that you will be volunteer
creating as a group please?
output before the end of
the session workshop.
Yes, I want
to
volunteer!
My Name is ________________________

Teamwork is the KEY!
1. This class will be divided into

seven (6) groups.
2. Each group must have 10-11
members and shall assign
different roles:
a. TEAM LEADER
b. SECRETARY
c. PRESENTER
d. RESOURCE MANAGER
Teamwork is the KEY!
3. Each activity has a specific time

allotment. So use your time
WISELY!
4. Work collaboratively with the

other group members.
5. Submit all worksheets before the

session ends.

Spiraling of Content
Grader 6
Forces that affect changes on the earth’s surface
•The learners demonstrate understanding of the

effects of earthquakes and volcanic eruptions .
•The learners should be able to describe the

changes on the Earth’s surface as a result of
earthquakes and volcanic eruptions; enumerate
what to do before, during and after earthquake
and volcanic eruptions.
Grader 7 Grade 8
The Philippine Environment Earthquakes and Faults
Learners will explain and As a result of being located

locate places using along the Ring of Fire, the
coordinate system. They will Philippines is prone to
discover that our country’s earthquakes. Using models,
location near equator and along learners will explain how
the Ring of Fire influences quakes are generated by
elements of up Philippine faults in the community and
environment (e.g., natural differentiate active faults
resources and climate. from inactive ones.

Grader 9 Grade 10
Volcanoes Plate Tectonics
Using maps, learner will
Being located along the Ring discover that volcanoes,
of fire, the Philippines is home
earthquake epicenters,
to many volcanoes. Using
models, learners will explain
and mountain ranges are
not randomly scattered in
what happens when different places but located in
volcanoes erupt. They the same areas. This will lead
describe the different types of to an appreciation of plate
volcanoes and differentiate it. tectonics.

Curriculum Content
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
1.3 Protection and conservation
CONTENT STANDARD
The learners demonstrate an understanding of:
• the relation of geographical location of the
Philippines to its environment.
Curriculum Content
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. demonstrate how underwater earthquakes
generate tsunamis (S8ES-IIb-16) ; and
2. make an emergency plan and prepare an
emergency kit for use at home and in school.
(S8ES IIc-17)
https://thumbs.dreamstime.com/z/earthquake-scene-town-illustration

Objectives
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.
2.Explain how earthquake waves

provide information about the interior
of the Earth.
Let’s get started!
PREPARATORY ACTIVITY
K to 10 Critical Content
DEPARTMENT in Science 8
OF EDUCATION
VIDEO PRESENTATION
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
Youtube video: https://www.youtube.com/watch?v=F7wpQx3bYX4
OF EDUCATION
LET’S DO THIS: ACTIVITY 1 (30 minutes)
1. Color the fault model that is

included according to the
color key provided.
2. Paste or glue the fault model

onto 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.
OF EDUCATION
LET’S DO THIS: ACTIVITY 1 (30 minutes)
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.
OF EDUCATION
HOW DID IT HAPPEN? ACTIVITY 1
6. Slide Block A upward while keeping

B stationary.
a.Which way did point A move relative
to point B?
b.What happened to rock layers X, Y

and Z?
c. Are the rock layers still continuous?
OF EDUCATION
6. Slide Block A upward while keeping

B stationary.
d. What would likely happen to the
river? the road? the railroad tracks?
e. What landform could have been

formed?
OF EDUCATION
7. Slide Block B downward while

keeping A stationary.
a.Which way did point B move
relative to point A?

and Z?
OF EDUCATION
7. Slide Block B upward while

keeping A stationary.

e. What landform could have been

formed?
OF EDUCATION
8. Slide Block A sideward while

keeping B stationary.
a.Which way did point B move relative

to point A?

and Z?
OF EDUCATION
8. Slide Block A sideward while

keeping B stationary.

OF EDUCATION
ANSWER THESE 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
 Normal faults are formed along divergent boundaries.
 Thrust faults are formed along convergent boundaries.
 Strike-slip faults are formed along transform
boundaries.
OF EDUCATION
WHAT’S IN A FAULT?
Illustration 1
 Describe the picture.
 Is it related to the video shown earlier?
OF EDUCATION
WHAT’S IN A FAULT?
Answer the following
questions:
1. What can you see in the

two illustrations?
2. How are the two
illustrations similar?
Different?
3. What do the red lines in
the first illustration
indicate?
4. Why are there fractures
in the second
Illustration 2 illustration?
OF EDUCATION
AN EARTHQUAKE SCENARIO
Play
OF EDUCATION
FOCUS AND EPICENTER (Picture Analogy)
PICTURE 1:
Broken windshield
PICTURE 2:
Diagram of the Main
Features of an
Earthquake
OF EDUCATION
FOCUS AND EPICENTER
ANSWER THE FOLLOWING
QUESTIONS:
1. Compare the picture of the
broken windshield with the
diagram of the main features
of an earthquake.
2. Identify the parts shown in the
diagram.
3. What can you see in the two
illustrations?
4. Can you identify from the
illustrations the main features
of an earthquake?
OF EDUCATION
FOCUS AND EPICENTER
The focus is the point within The epicenter is a
the earth where seismic location on the
waves originate. earth's surface
It is the part of the fault that directly above the
has the greatest movement. focus.
The fault plane is

the flat surface
along which there
is slip (fault) during
an earthquake.
https://www.google.com.ph/search?q=earth+internal+structur
e
OF EDUCATION
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.
OF EDUCATION
EARTHQUAKES AND FAULTS: ACTIVITY 2 (30 minutes)
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:
OF EDUCATION
DEPARTMENT OF EDUCATION
EARTHQUAKES AND FAULTS: ACTIVITY 2 (30 minutes)
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 the process using by putting additional

weight on the of the wood.
8. Graph your data
a. wood only
b. wood with weights
OF EDUCATION
EARTHQUAKES AND FAULTS: ACTIVITY 2
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?
OF EDUCATION
ANSWER THE FOLLOWING QUESTIONS
6. What will happen when we pull the block along a strip
with varying sandpaper types?
7. Explain how the activity might model the cause of real

earthquake
8. Based from the idea generated from the activity, which

would you prefer: often release of stress/pressure in a place
or build up and sudden release of stress/pressure. Explain
your answer.
9. Graph the result.
OF EDUCATION
https://www.bing.com/images/search?view=detailV2&ccid=jrwPZlxs&id
OF EDUCATION
EARTHQUAKE MODEL
EARTHQUAKE MODEL
Play
OF EDUCATION
EARTHQUAKE
Earthquake is
the sudden
shaking of the
Earth that
occurs when
energy is
released when
its lithospheric
crust or tectonic
plates move.
OF EDUCATION
OF EDUCATION
PHIVOLCS EARTHQUAKE INTENSITY SCALE (PEIS)
I. SCARCELY PERCEPTIBLE
 Perceptible to people only under

favorable circumstances
 Delicately balanced objects are
disturbed slightly
 Still water in containers oscillate
slowly
OF EDUCATION
 Felt by few individuals at rest

indoors
 Hanging objects swing slightly
 Still water in containers
oscillates noticeably
OF EDUCATION
 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
OF EDUCATION
 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
OF EDUCATION
 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
OF EDUCATION
 Generally felt by most people

indoors and outdoors
 Many sleeping people are
awakened
 Some are frightened/ Some
run outdoors
OF EDUCATION
 Strong shaking and rocking

felt throughout any building
 Hanging objects swing
violently
 Dining utensils clatter and
clink / Some are broken
OF EDUCATION
 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
OF EDUCATION
 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
OF EDUCATION
 Wall plaster may

crack
 Very old or poorly
built houses and
man-made
structures are
slightly damaged
although well-built
structures are not
affected
OF EDUCATION
OF EDUCATION
 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
OF EDUCATION
OF EDUCATION
 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
OF EDUCATION
 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
OF EDUCATION
OF EDUCATION
 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
OF EDUCATION
OF EDUCATION
 Practically all man-made structures are

destroyed
 Massive landslides and liquefaction
 Large-scale subsidence and uplifting 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
OF EDUCATION
ANSWER THE FOLLOWING QUESTIONS:
1. What were described in

the PHIVOLCS
Earthquake Intensity
Scale (PEIS)?
2. How was the SCALE
devised?
3. How is the strength of
an earthquake shown?
OF EDUCATION
1. PHIVOLCS Earthquake Intensity Scale

(PEIS) gives the quantitative and 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 damages caused by
it at a particular location
OF EDUCATION
3. Magnitude of an earthquake is a
measure of its size, while intensity is an
indicator of the severity of the damages at a
certain area or location caused by it.
4. Magnitude and Intensity decreases with

epicenter. (the farther the epicenter from the
area, the less intense and less strong the
earthquake is)
OF EDUCATION
A seismometer detects the vibrations caused by

an earthquake which are plotted by a
seismograph.
The strength, or
magnitude, of an
earthquake is
measured using
the Richter scale.
The Richter scale is
numbered 0-10.
https://www.bing.com/images/search?view=detailV2&ccid=jrwPZlxs&i
d
OF EDUCATION
The Rossi–Forel scale was one of the first

seismic scales to describe earthquake intensities. It was
developed by Michele Stefano Conte de Rossi of Italy and François-
Alphonse Forel of Switzerland in the late 19th century. It was
used for about two decades until the introduction of the Mercalli
intensity scale in 1902.
OF EDUCATION
How was the PHIVOLCS 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.
OF EDUCATION
MERCALLI vs. RICHTER
Mercalli Scale Richter Scale
The effects caused by The energy released by the
Measures
earthquake earthquake
Measuring Tool Observation Seismograph
Quantified from observation of
Base-10 logarithmic scale
effect on earth’s surface,
Calculation obtained by calculating logarithm
human, objects and man-made
of the amplitude of waves.
structures
From 2.0 to 10.0+ (never
I (not felt) to XII (total recorded). A 3.0 earthquake is 10
Scale
destruction) times stronger than a 2.0
earthquake.
Varies at different distances from
Varies depending on distance the epicenter, but one value is
Consistency
from epicenter given for the earthquake as a
whole.
OF EDUCATION
SOURCE: https://www.youtube.com/watch?v=Py9k7dacoKo
(Phivolcs – DOST/Jan. 26, 2016) PLAY
EARTH’S INTERIOR
Explain how
earthquake
waves provide
information
about the
interior of the
Earth.
https://www.bing.com/images/search?view=detailV2&ccid=jrwPZlxs&id=
OF EDUCATION
EARTH’S INTERIOR & SEISMIC WAVES
OF EDUCATION
Activity 3: SEISMIC SLINKY (30 mins)
1. Divide participants into pairs and

provide them a slinky and a masking
tape.
2. Instruct the pairs to mark a spot on
their slinky near the center with
masking tape at the top of the loop.
3. Ask the two participants hold each end
of the slinky. Stretch out the slinky
along a table.
OF EDUCATION
1. Tell the participants to take turn in

compressing 15 coils and then releasing them
rapidly while they hold the end of the slinky,
making sure to observe the energy wave travel
the length of the slinky.
 Describe your observations of the coil and

tape.
 What kind of seismic wave this slinky motion
represents?
OF EDUCATION
1. Tie one end of a 2-meter rope to the door

knob of the room.
2. Ask one participant to hold the free end of
the rope.
3. Ask the participant to back away from the
door until the rope is straight with a little
slack and shake the rope up and down.
 What can you say about the motion of the

rope?
 What kind of seismic wave this resembles?
OF EDUCATION
Activity 4: SEISMIC WAVES VELOCITY (30 mins)
1. Analyze the graph

showing velocities
of seismic waves at
varying depth.
2. Label each of the

zones to show
how the wave
velocity
changes(example
write “wave velocity
increasing”)
OF EDUCATION
Activity 4: SEISMIC WAVES VELOCITY (30 mins)
• What do you think
causes such change in
wave velocity?
• Why does S-wave

velocity drop to zero at
a depth of 2900 km?
• Describe the properties

of the different layers
of the earth based from
the changes in the
seismic velocity.
OF EDUCATION
http://www.epa.gov/esd/cmb/GeophysicsWebsite/ pages/reference/properties/
Geomechanical_ (Engineering)_ Properties.htm]
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
https://www.bing.com/images/search?view=de
 Primary waves (P – waves) tailV2&ccid=jrwPZlxs&id=
 Secondary waves (S – waves)
Surface Waves
 Love and Rayleigh waves
OF EDUCATION
EARTH’S INTERIOR
Body waves Surface Waves
 Primary waves (P – waves)  Love waves
 Secondary waves (S – waves)  Rayleigh waves
https://thumbs.dreamstime.com/z/earthquake-scene-town-illustration-63734064.jpg
OF EDUCATION
Characteristics of SEISMIC WAVES
o Primary or P-waves pass

through liquid and solid
o Secondary or S-waves
pass only through solid
and not through liquid.
https://www.bing.com/images/search?view=detailV2&ccid=jrwPZlxs
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.
OF EDUCATION
VIDEO: 3D SEISMIC WAVES
Play
OF EDUCATION
CHECK YOUR UNDERSTANDING
0917-303-9987
1. The following are examples of body

waves except:
A. Primary
B. Secondary
C. Primary and Surface
D. Primary and Secondary
ANSWER: C Primary and Surface
2. S waves are the first waves being

recorded in the seismic station.
a. TRUE
b. FALSE
ANSWER: B. FALSE
3. P and S waves can travel both in solid

and liquid:
A. True
B. False
ANSWER: B.FALSE
4. The Higher the energy stored in

between plates the less destructive an
earthquake it can create:
A. True
B. False
ANSWER: B. False
5. Active faults are faults that has the

ability to create earthquake:
A. True
B. False
ANSWER: A. TRUE
6. What type of fault are formed along

divergent boundaries:
A. Normal
B. Transverse
C. Right lateral strike slip
D. Left lateral strike slip
ANSWER: A. Normal
7. What do you call to the point on the

Earth’s surface that is located above the
focus?
A. Epicenter
B. Fault
C. Faultline
D. Faultcenter
ANSWER: A. Epicenter
Bakit may magic ang MAGIC BEANS?
Bakit nakakalipad and RAT?
Bakit nakakalipad and EAGLE?
THANK YOU!
G8B_I_1_7_rozelsagnip_jenny
cunanan
neiltolentino1010@gmail.com
For DAY 7
https://tinyurl.com/7scienceg8

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Final Presentation About Earthquakes and Faults

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Regional Mass Training of

Teachers on Critical Content

K to 10 Critical Content in Science 8

• Be selfless in sharing knowledge and

K to 10 Critical Content in Science 8

K to 10 Critical Content in Science 8

1. This class will be divided into

3. Each activity has a specific time

4. Work collaboratively with the

5. Submit all worksheets before the

K to 10 Critical Content in Science 8

•The learners demonstrate understanding of the

•The learners should be able to describe the

Learners will explain and As a result of being located

K to 10 Critical Content in Science 8

K to 10 Critical Content in Science 8

1. Earthquakes and Faults

K to 10 Critical Content in Science 8

The learners shall be able to:

K to 10 Critical Content in Science 8

2.Explain how earthquake waves

1.Watch the short

1. Color the fault model that is

2. Paste or glue the fault model

3. Cut out the fault model and

4. Tape or glue the corners

5. The dashed lines on your

6. Slide Block A upward while keeping

b.What happened to rock layers X, Y

c. Are the rock layers still continuous?

6. Slide Block A upward while keeping

e. What landform could have been

7. Slide Block B downward while

b.What happened to rock layers X, Y

c. Are the rock layers still continuous?

7. Slide Block B upward while

d. What would likely happen to the

e. What landform could have been

8. Slide Block A sideward while

a.Which way did point B move relative

b.What happened to rock layers X, Y

c. Are the rock layers still continuous?

8. Slide Block A sideward while

d. What would likely happen to the

 What happens to the layer as one of the blocks is

 What landforms could it have formed?

1. What can you see in the

The fault plane is

5. Place the meter stick along the strip of sandpaper,

6. Advance the end of the rubber band slowly and

7. Repeat the process using by putting additional

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

7. Explain how the activity might model the cause of real

8. Based from the idea generated from the activity, which

9. Graph the result.

 Perceptible to people only under

 Felt by few individuals at rest

 Felt by many people indoors especially

 Felt generally by people

 Floors and walls of