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Earth and Space
UNIT 2
Spiraling of Concepts about Earth & Space
Geology
Meteorology
Astronomy
Geology
Geology Spiraling Concepts
Grade 7
Students will learn how to locate places using a coordinate system. They will discover that our country’s location near the equator and along the Ring of Fire influences what makes up the Philippine environment (e.g. natural resources, climate).
Grade 8As a result of being located along the Ring of Fire, the Philippines is prone to earthquakes. Using models, students will explain how quakes are generated by faults. They will try to identify faults in the community and differentiate active faults from inactive ones.
Geology Spiraling Concepts
Grade 9Being located along the Ring of Fire, the Philippines is home to many volcanoes. Using models, students will explain what happens when volcanoes erupt. They will describe the different types of volcanoes and differentiate active volcanoes from inactive ones. They will also explain how energy from volcanoes may be tapped for human use.
Grade 10Using maps, students will discover that volcanoes, earthquake epicenters, and mountain ranges are not randomly scattered in different places but are located in the same areas. This will lead to an appreciation of plate tectonics, a theory that binds many geologic processes, such as volcanism and earthquakes, together.
Meteorology
Meteorology Spiraling Concepts
Grade 7
Students will explain the occurrence of atmospheric phenomena (breezes, monsoons, ITCZ) that are commonly experienced in the country as a result of the Philippines’ location with respect to the equator, and surrounding bodies of water and landmasses.
Grade 8Being located beside the Pacific Ocean, the Philippines is prone to typhoons. In Grade 5, the effects of typhoons were tackled. Here, students will explain how typhoons develop, how typhoons are affected by landforms and bodies of water, and why typhoons follow certain paths as they move within the Philippine Area of Responsibility.
Meteorology Spiraling Concepts
Grade 9
In this grade level, students will
distinguish weather from
climate. They will explain how
different factors affect the
climate of an area. They will
also be introduced to climatic
phenomena that occur over a
wide area (El Niño and global
warming).
Grade 10
Note: The theory of plate tectonics is the sole topic in Earth and Space in Grade 10. This is because the theory binds many of the topics in previous grade levels and more time is needed to explore connections and deepen students’ understanding.
Astronomy
Astronomy Spiraling Concepts
Grade 7Students will explain the occurrence of the seasons and eclipses as a result of the motions of the Earth and the Moon. Using models, students will explain that because the Earth revolves around the Sun, the seasons change, and because the Moon revolves around the Earth, eclipses sometimes occur.
Grade 8
Students will complete their
survey of the Solar System by
describing the characteristics of
asteroids, comets, and other
members of the Solar System.
Astronomy Spiraling Concepts
Grade 9
Students will now leave the Solar System and learn about the stars beyond. They will infer the characteristics of stars based on the characteristics of the Sun. Using models, students will show that constellations move in the course of a night because of Earth’s rotation while different constellations are observed in the course of a year because of the Earth’s revolution.
Grade 10
EARTHQUAKES &
FAULTSModule 1
Baguio earthquake, deadliest in Philippine
history, took place 22 years ago
By: Samuelle M. Jardin, InterAksyon.comJuly 16, 2012 4:48 PM
Earthquake epicenters 1963-1998
Image courtesy of NASA
Ring of Fire
Ring of Fire
The Philippines is one
of the countries located
along the Ring of Fire.
The Ring of Fire refers to
the region around the
Pacific Ocean that are
commonly hit by
earthquakes and volcanic
eruptions. Earthquakes
will be covered in grade 8
level while volcanic
eruptions will be tackled
in the next.
KEY QUESTIONS
Why do earthquakes occur?
What is the relationship between
earthquakes and faults?
What is a fault?
Activity 1: A Fault-y Setup
What is a fault?
Activity 1: A Fault-y Setup
Objectives: After performing this activity, you should be able to:
1. describe the appearance of a fault; and
2. explain how a fault forms.
What is a fault?
Activity 1: A Fault-y Setup
Materials Needed:
two sheets of cardboard (or folder)
fine sand
ruler
newspaper (or plastic sheet ) as wide as a
newspaper page
Procedure:
1. Spread the newspaper on a table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge (Figure 1).
Procedure:
3. Pour sand along the boundary of the two sheets (Figure 2).
Procedure:
4. With the ruler, flatten the top of the sand and make two parallel lines.
Procedure:
5. Now, move the sheets slowly in the direction shown in Figure 3.
Q1. As you move the sheets, what
is formed in the sand?
Q2. What happens to the lines?
http://www.geerassociation.org/GEER_Post%20EQ%20Reports
/Duzce_1999/kaynasli1.htm
Aerial Photo of Wallace Creek and San Andreas Fault (Copyright by David
Lynch) http://epod.usra.edu/blog/2006/12/aerial-photo-of-wallace-creek-and-san-andreas-fault.html
http://www.iris.edu/gifs/animations/faults.htm
Fault MotionThese animations are very elementary examples of
fault motion intended for simple demonstrations.
For more about faults see the NOAA slide show and
information page - a rich source of images and
textual information.
http://www.iris.edu/gifs/animations/faults.htm
1] DIP-SLIP FAULTS
a) Normal Fault
In a normal fault, the block
above the fault moves down
relative to the block below the
fault. This fault motion is caused
by tensional forces and results
in extension. [Other names:
normal-slip fault, tensional fault
or gravity fault]
http://www.iris.edu/gifs/animations/faults.htm
1] DIP-SLIP FAULTS
a) Normal Fault
In a normal fault, the block
above the fault moves down
relative to the block below the
fault. This fault motion is caused
by tensional forces and results
in extension. [Other names:
normal-slip fault, tensional fault
or gravity fault]
http://www.iris.edu/gifs/animations/faults.htm
b) Reverse Fault
In a reverse fault, the block above
the fault moves up relative to the
block below the fault. This fault
motion is caused by compressional
forces and results in shortening. A
reverse fault is called a thrust fault
if the dip of the fault plane is small.
[Other names: thrust fault, reverse-
slip fault or compressional fault]
http://www.iris.edu/gifs/animations/faults.htm
b) Reverse Fault
In a reverse fault, the block above
the fault moves up relative to the
block below the fault. This fault
motion is caused by compressional
forces and results in shortening. A
reverse fault is called a thrust fault
if the dip of the fault plane is small.
[Other names: thrust fault, reverse-
slip fault or compressional fault]
http://www.iris.edu/gifs/animations/faults.htm
2] STRIKE-SLIP FAULT
In a strike-slip fault, the movement of
blocks along a fault is horizontal. If the
block on the far side of the fault moves
to the left, as shown in this animation,
the fault is called left-lateral. If the block
on the far side moves to the right, the
fault is called right-lateral. The fault
motion of a strike-slip fault is caused by
shearing forces. [Other names:
transcurrent fault, lateral fault, tear fault
or wrench fault]
http://www.iris.edu/gifs/animations/faults.htm
2] STRIKE-SLIP FAULT
In a strike-slip fault, the movement of
blocks along a fault is horizontal. If the
block on the far side of the fault moves
to the left, as shown in this animation,
the fault is called left-lateral. If the block
on the far side moves to the right, the
fault is called right-lateral. The fault
motion of a strike-slip fault is caused by
shearing forces. [Other names:
transcurrent fault, lateral fault, tear fault
or wrench fault]
http://www.iris.edu/gifs/animations/faults.htm
3] OBLIQUE-SLIP FAULT
Oblique-slip faulting suggests
both dip-slip faulting and strike-
slip faulting. It is caused by a
combination of shearing and
tension of compressional forces.
http://www.iris.edu/gifs/animations/faults.htm
3] OBLIQUE-SLIP FAULT
Oblique-slip faulting suggests
both dip-slip faulting and strike-
slip faulting. It is caused by a
combination of shearing and
tension of compressional forces.
http://www.srh.noaa.gov/jetstream/tsunami
/plates.htm
http://www.iris.washington.edu/gifs/slides/faults
/slideshow/pages/slide5.htm
Right-Lateral Strike-Slip Fault
5. Drain offset produced by seismic creep along the San Andreas fault at the Almaden Winery in central
California. The winery is also experiencing offset walls, bent and broken pipes, etc., due to seismic
creep. Motion along the fault is mostly strike-slip.
[Photo credit: University of California, Berkeley.]
http://www.srh.noaa.gov/jetstream/tsunami
/plates.htm
http://www.iris.washington.edu/gifs/slides/faults
/slideshow/pages/slide5.htm
Normal Fault
14. This section of the normal fault scarp was produced by the earthquake of October 28, 1983, at Borah
Peak, Idaho. It is 678.7 m northwest of the alluvial fan head on Rock Creek. Nearly vertical slickensides
on the fault surface are visible on the lower half of the scarp. The scarp is 2.5 m high at this location. The
earthquake killed two children in Challis, Idaho, and caused $12.5 million in property damage.
[Photo credit: R.C. Bucknam, U.S. Geological Survey]
http://geology.csupo
mona.edu/janourse/
TectonicsFieldTrips.
htm
http://geomaps.wr.usgs.gov/archive/socal/geolog
y/inland_empire/socal_faults.html
http://www.srh.noaa.gov/jetstream/tsunami
/plates.htm
http://www.iris.washington.edu/gifs/slides/faults
/slideshow/pages/slide5.htm
Reverse Fault
18. A view of the French reverse fault in a roadcut on the west side of French Gulch just south of the Sun
River in Lewis and Clark County, Montana, as it appeared in 1966. This reverse fault places the lower
beds of the Castle Reef Dolomite (light gray) onto the Flood Shale member of the Blackleaf Formation
(dark gray). The fault dips 60° W, and the overlaying strata dip about 50° W. The black shales beneath the
fault are badly crumbled, whereas the carbonate beds above it are undisturbed.
[Photo credit: M.R. Mudge, U.S. Geological Survey]
How do faults produce earthquakes?
Activity 2: Stick ‘n’ Slip
Demo 2: Stick ‘n’ Shake
Focus and Epicenter
Demo 3: Fault Model
How strong is the earthquake?
Intensity Magnitude
effects on
people/surroundings
energy released
Roman numerals Hindu-Arabic numerals
Philippine Earthquake
Intensity Scale (PHIVOLCS)
Richter scale
Earthquakes and Tsunamis
Activity 2: Tsunami!
What’s inside the Earth?
EARTHQUAKES &
FAULTSModule 1
