SCIENCE8-Q2-WEEK-1.pdf

EARTHQUAKES AND FAULTS for SCIENCE Grade 8 Quarter 2 / Week 1  FOREWORD The Department of Education through the Bureau of Curriculum Development Curriculum Standards Development Division has crafted the Most Essential Learning Competencies (MELCs)...

EARTHQUAKES AND FAULTS for SCIENCE Grade 8 Quarter 2 / Week 1  FOREWORD The Department of Education through the Bureau of Curriculum Development Curriculum Standards Development Division has crafted the Most Essential Learning Competencies (MELCs) for teachers to address the needs and demands brought about by the pandemic. This Self Learning Kit (SLK) has been designed to cater the needs of the learners during this trying times. This Self Learning Kit, introduces learners to scientific knowledge and language related to earthquakes and faults. Students will read content-rich texts, develop and construct model about how movements along faults generate earthquakes. Lastly, it provides students opportunity to engage in meaningful hands – on activities. 2  OBJECTIVES: At the end of this lesson, the students will be able to: K: describe the appearance of a fault; S: explain the different types of faults using models and illustrations; and A: recognize the importance of studying the Earth’s surface. LEARNING COMPETENCY Using models, or illustrations, explain how movements along faults generate earthquakes. (S8ES-IIa-14) I. WHAT HAPPENED Alam mo ba kung bakit LUMILINDOL? Bakit??? Sumigaw kasi ako ng CRUSH KITA! Kaya hayun, kinilig yung EARTH… Source: https://www.shutterstock.com/image-vector/earthquake-flat-cartoon-banner-vector-illustration-1497295229 3 PRE-ACTIVITIES/PRE-TEST: Multiple Choice Directions: Choose the letter of the best answer. Write your answers in your science notebook. 1. How are faults generally describe? A. Faults are breaks in Earth’s crust with a displacement. B. Faults are boundaries between tectonic plates. C. Faults are raised portions of the ground after an earthquake. D. Faults are locations that generate earthquakes. 2. Which of the following is true about normal faults? A. The hanging wall slides down footwall. B. The hanging wall slides up the footwall. C. The hanging wall slides laterally along the footwall. D. The hanging wall does not move relative to the footwall. 3. How do landmasses move along a strike-slip fault? A. Two landmasses move sideways in opposite directions. B. Two landmasses move towards each other. C. Two landmasses move against each other. D. Two landmasses move at a regulate rate. 4. Which of the following causes an earthquake? A. Movement of tectonic plates B. Movement of faults C. Ground shaking D. Landslides and mass wasting events 5. An exposed cut in the soil layers reveals two diagonal lines on the ground that resemble two sides of a triangle. Displacements with the layers were observed too. Which of the following is the likeliest scenario? A. Multiple faults are probably in the area. B. The exposed cut is just two diagonal breaks in the soil. C. The exposed cut is likely a meeting point of more than two tectonic plates. D. The area is sinking forming fractures on the layers. 4 II. WHAT I NEED TO KNOW Over time, rock is deposited on the surface of the Earth in layers. By looking at the layers, and subsequently the displacement of layers, scientist can infer which processes have been at work. Earth’s crust is broken up into large plates of land like a jigsaw puzzle. These large plates of rocks are called tectonic plates. These plates float on the liquid mantle of the Earth and the processes of mountain formation and valley creation are constantly at work. Earthquakes are the signs that the surface features of the Earth are continually changing. It is one of the earth’s most frightening and destructive phenomena of nature. An earthquake is a sudden movement of the Earth, caused by the abrupt release of strain that has accumulated over a long period of time. For hundreds of millions of years, the forces of plate tectonics have shaped the Earth as the huge plates that form the Earth’s surface slowly move over, under and past each other. Sometimes the movement is gradual. At other times, the plates are locked together, unable to release the accumulating energy. When the accumulated energy grows strong enough, the plates break free. If the earthquake occurs in a populated area, it may cause many deaths and injuries and extensive property damage. Faults are cracks that occur between the tectonic plates. Movement is apparent at these fault lines. Figure 1: Parts of a Fault (https://examples.yourdictionary.com/3-main-types-of-faults-in-geology.html) 5  1. Fault plane is the surface area between two rock blocks created by an earthquake. 2. Fault trace is the visible crack in the Earth’s crust that indicates where a fault is. Also known as fault line. 3. Fault scarp is the vertical step that rises during tectonic activity. 4. Hanging wall is the rock block that hangs over the fault plane. 5. Footwall is the rock block that occurs below the fault plane. ACTIVITY # 1: SHAKE OUT Materials Needed:  Physiographic map of the world  Crayons or colored pencils  Scissors  Tape or glue  Ruler  Construction paper  Fault Model Sheet (see attached on this kit) Note: Submit your finished output to your teacher. In answering guide questions, write your answers in your science notebook. The teacher should provide photocopy of the fault model sheet to each student. Part 1 1. Construction of the Fault Model using the Fault model sheet.  Color the fault model that is included according to the color key provided.  Paste or glue the fault model onto a piece of construction paper. 6   Cut out the fault model and fold each side down to form a box with the drawn features on top.  Tape or glue the corners together. This box is a three dimensional model of the top layers of the Earth’s crust.  The dashed lines on your model represent the fault. Carefully cut along the dashed lines. You will end up with two pieces. 2. Develop a model of a normal fault.  Locate points A and B on your model. Move point B so that it is next to point A. Observe your model from side the side (cross-section).  Draw the normal fault (in a bond paper) as represented by the model they have just constructed. Label your drawing. Guide Questions: 1. Which way did point B move relative to point A? 2. What happened to rock layers X, Y, Z? 3. Are the rock layers still continuous? 4. What will likely have happened to the river? The road? The rail road tracks? Part 2 1. Develop the reverse (thrust) fault  Locate points C and D on your model. Move point C next to point D. Observe the cross-section of your model.  Draw and label the reverse fault as represented by the model they have just constructed. Guide Questions: 1. Which way did point D move relative to point C? 2. What happened to rock layers X, Y, and Z? 3. Are the rock layers still continuous? 4. What will likely have happened to the river? The road? The railroad tracks? 7  Part 3 1. Develop a model strike-slip fault.  Locate points F and G on your model. Move the pieces of the model so that point F is next to point G.  Draw an overhead view of the surface as it looks after movement along the fault. Guide Questions: 1. If you were standing at point F and looking across the fault, which way did the block on the opposite side move? 2. What happened to rock layers X, Y, Z? 3. Are the rock layers still continuous? 4. What will likely have happened to the river? The road? The railroad tracks? Types of Faults 1. DIP-SLIP FAULT refers to faults where movement of blocks is parallel to the dip of the fault surface. There are two types of dip- slip fault: Normal fault and reverse fault. A. Normal Fault It is formed by tensional stresses that pull rocks apart. Normal faults create space. These faults may look like large trenches or small cracks in the Earth’s surface. The fault scarp may be visible in these faults as the hanging wall slips down the footwall. Example is the Great Rift Figure 2: Normal Fault (Source:ttps://link.quipper.com/en/organizations/54 Valley in Africa. 68b9652294ee08440001de/curriculum) If you’re looking at a mountain that lies on a normal fault, 8 you’ll see that the hanging wall has “dipped and slipped” under the footwall level. This gives the mountain a leaning, sloping look. In a flat area, a normal fault looks like a step of offset rock (the fault scarp). In situations where multiple normal faults are present, alternating uplifted and down-dropped blocks may form. The uplifted or raised areas are called horsts while the down-dropped or lowered ones are referred to as grabens. Figure 3: Multiple Normal Fault (Https://link.quipper.com/en/organizations/5468b9652294ee08440001de/curriculum) B. Reverse Fault Reverse faults are also dip-slip faults; they behave the opposite way that a normal fault does. The hanging wall slides up over the footwall during tectonic movement in these faults. Reverse faults with a 45-degree dip or less are known as thrust faults, while faults with over 45 degrees’ dips are over thrust faults. Reverse faults look like two rocks or mountains have been shoved together. Unlike normal faults, reverse fault does not create space. They are found in areas of geological compression. An example includes the Himalaya Mountains where the Indian Plate is pushing into the Eurasian Plate. Figure 4: Reverse Fault (https://www.google.com/se arch?q=reverse+fault&tbm=is ch&source=iu&ictx=1&fir=s3Q WEE0aDxXmaM%252Ck0v5tx C2bLEX- M%252C_&vet=1&usg=AI4_- kR8Y0z85aZgdda2iG8cShgHh R8fRQ&sa=X&ved=2ahUKEwi U8Zqw8Y3tAhUtBKYKHQM6D1 YQ_h16BAgKEAU#imgrc=Blb ObrQcTBQxMM) 9 2. STRIKE-SLIP FAULT can be further classified as left lateral or right lateral strike-slip faults depending on which direction the blocks move relative to a certain reference block. Many strike-slip faults are found on the ocean floor. But if you’re looking at a strike-slip fault, it may look like the land on either side has moved in opposite directions. This movement may cause offset rivers, parallel valleys, and abrupt ends to the mountain chains. The San Andreas Fault in California is a strike-slip fault. Figure 4: Strike – Slip Fault (Source:https://link.quipper.com/en/organizations/5468b9652294ee08 440001de/curriculum) 3. OBLIQUE FAULT has both the dip-slip and strike-slip components. It can be formed by the combination of shear stress, and tensional or Figure 4: Oblique Fault compressional stress. (Source:https://link.quipper.com/en/organizations/5468b9652294ee084400 01de/curriculum) III. WHAT I HAVE LEARNED EVALUATION/POST TEST Directions: Answer the following questions below. Write your answers in your science notebook. 1-2. What are faults? _____________________________________________________________ _____________________________________________________________ 3. If a displacement is parallel to the strike of the fault, then the fault is a _________________. a. dip-slip fault c. strike-slip fault 10  b. Oblique-slip fault d. Blind 4. If a displacement is parallel to the dip of the fault, then the fault is a _________________. a. dip-slip fault c. strike-slip fault b. oblique-slip fault d. blind 5. If a displacement is neither parallel to strike or to dip, then the fault is a _________________. a. dip-slip fault c. strike-slip fault b. oblique-slip fault d. blind 6 - 8. What kind of fault is illustrated below? a. dip-slip fault b. strike-slip c. oblique-slip 6. _________ 7. ________ 8. ___________ (www.sci.sdsu.edu/visualgeology/naturaldisasters/chapters/chapter5faults.pdf) 11 9 - 10. In the following illustration, please label the hanging wall and footwall blocks. (www.sci.sdsu.edu/visualgeology/naturaldisasters/chapters/chapter5faults.pdf) References: https://www.teachengineering.org/activities/view/cub_nat dis_lesson02_activity3 https://www.earthsciweek.org/classroom-activities/a- model-of-three-faults https://www.shakeout.org/downloads/ShakeOut_ES3_Fault HandModels.pdf https://www.google.com/search?q=reverse+fault&tbm=isc h&source=iu&ictx=1&fir=s3QWEE0aDxXmaM%252Ck0v5txC2 bLEX-M%252C_&vet=1&usg=AI4_- kR8Y0z85aZgdda2iG8cShgHhR8fRQ&sa=X&ved=2ahUKEwiU 8Zqw8Y3tAhUtBKYKHQM6D1YQ_h16BAgKEAU#imgrc=BlbObr QcTBQxMM www.sci.sdsu.edu/visualgeology/naturaldisasters/chapters/ chapter5faults.pdf Https://link.quipper.com/en/organizations/5468b9652294ee 08440001de/curriculum 12 FAULT MODEL SHEET 13  ACKNOWLEDGEMENT Division of Negros Oriental SENEN PRISCILLO P. PAULIN, CESO V Schools Division Superintendent FAY C. LUAREZ, TM, EdD, PhD OIC-Assistant Schools Division Superintendent Acting CID Chief NILITA L. RAGAY, EDD OIC-Assistant Schools Division Superintendent ROSELA R. ABIERA Education Program Supervisor – (LRMDS) ARNOLD R. JUNGCO Education Program Supervisor - (SCIENCE/MATH) MARICEL S. RASID Librarian II (LRMDS) ELMER L. CABRERA PDO II (LRMDS) ANGELYN P. ABUEVA Writer NOELYN E. SIAPNO Lay-out Artist _____________ BETA QA TEAM JOAN Y. BUBULI LIELIN A. DELA CRUZ MIEL C. PACULANANG ARJIE T. PALUMPA ALPHA QA TEAM JULIET B. GANTALAO ARGELYN A. MAHUMOT LESTER C. PABALINAS DISCLAIMER The information, activities and assessments used in this material are designed to provide accessible learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this material. All content is subject to copyright and may not be reproduced in any form without expressed written consent from the division. 14 SYNOPSIS This Self Learning Kit gives emphasis on concepts about earthquake and faults. This will provide the Grade 8 learners concepts and facts about the Earth that is continuously changing. In addition, this Self Learning Kit will enhance learner’s critical thinking and analysis skills through a model constructing activity. ABOUT THE AUTHOR ANGELYN P. ABUEVA, Secondary School Teacher III of Mabinay Science High School, Mabinay, Negros Oriental. She has been teaching for almost nine years in the said institution. A graduate of Bachelor of Secondary Education major in Biological Sciences at Negros Oriental State University. 15