SCIENCE ACTIVITIES IN SCIENCE
GRADE 8
QUARTER 2 - MODULE 1
Name: _______________________________________________ Section: _________________
OLEA NATIONAL HIGH SCHOOL
Malasiqui
Name: __________________________________________ Score: __________________
Grade and Section: ________________________________ Date: ___________________
UNIT II
Science Activity No. 1
Stick ‘n’ Slip
Objectives:
After performing this activity, you should be able to:
1. explain how faults generate earthquakes; and
2. explain why not all movement along faults produces earthquakes.
Materials Needed:
two small boxes (fruit juice boxes are ideal)
masking tape
rubber band
paper clip
Procedure:
1. Attach the rubber band to the paper clip. Then attach the paper clip to one end of one box. (See
Figure 5. The ruler is included for scale.)
2. Place the boxes side by side. Put a toy house on the box with the rubber band. Then tape (lightly?) the
two boxes together as shown in Figure 6. Important: Do not stick the tape on the boxes too much. The tape
is meant to come off.
3. With your left hand, hold the box without the rubber band in place. With your other hand, slowly
pull on the rubber band in the direction shown in Figure 7.
Q3. What happens to the rubber band?
Q4. Keep on pulling on the rubber band. What happens to the box attached to the rubber band?
Note: The tape is supposed to come off, so stick it on very lightly.
Q5. What happens to the “house”?
Q6. Which is the “fault” in this setup?
OLEA NATIONAL HIGH SCHOOL
Malasiqui
Name: __________________________________________ Score: __________________
Grade and Section: ________________________________ Date: ___________________
UNIT II
Science Activity No. 2
Stick ‘n’ Shake
Objectives:
After performing this activity, you should be able to:
1. explain the effect of bending of rocks along faults, and
2. relate faults movement and earthquakes
Materials Needed:
two plastic rulers
a bit of clay
Procedure:
1. Using the clay, attach the rulers’ ends together (how long is the overlap between rulers?)
(Figure 8 shows closeup photos of side and top views of the setup.)
2. Hold the rulers as shown in the picture below. Then slowly move your hands in the direction of the
arrows.
Q1. What happens when bending becomes too much? Note: If nothing happens, separate the rulers and
re-attach them only slightly.
The activity you just performed simulates how rocks bend along a fault. Think of the rulers
as if they were part of the ground. Figure 11 can help you visualize this.
Drawing A shows how the rocks look at first. Then energy from inside the Earth makes the rocks
bend (Drawing B). But as mentioned earlier, the rocks along the fault do not move immediately.
Friction keeps them in place. (In the activity, what represents friction?)
When too much bending occurs and the limit is reached, the rocks suddenly snap (Drawing C). The
bent rocks straighten out and vibrate. The vibrations travel in all directions and people in different places
will feel them as a quake. An earthquake is a vibration of the Earth due to the rapid release of energy.
OLEA NATIONAL HIGH SCHOOL
Malasiqui
Group’s Name: __________________________________________ Score: __________________
Grade and Section: ________________________________ Date: ___________________
UNIT II
Science Activity No. 3
Where Does An Earthquake Start?
Objectives:
After performing this activity, you should be able to:
1. differentiate between focus and epicenter; and
2. demonstrate how movement along faults affect the surroundings.
Materials Needed:
fault model
scissors
paste
Procedure:
1. Photocopy the Fault Model (Figure 12; you can also trace it on paper). Then cut along the
outlines of the two drawings.
2. Fold along the lines and paste where indicated. In the end, you should have a model consisting
of two parts that fit together (Figure 13).
3. The upper surface of the model represents the surface of the Earth. The trace of the fault on the
surface of the Earth is called the fault line. Be ready to point out the fault line when your teacher
calls on you.
4. Pull the two pieces apart (Figure 14). The flat surface between the two pieces is called the fault
plane. This is where fault slip or fault movement happens. Point out the fault plane when your
teacher asks you.
5. The place where the fault begins to slip is called the focus. It is where the first movement
occurs. Thus, the focus is the origin of the earthquake. Be ready to explain it to your teacher.
6. Put the two pieces of the model together. The focus is now hidden “underground.” Now, imagine
a vertical line from the focus to the upper surface of the model. Mark the place where you expect
the line to come out.
The spot directly above the focus on the surface of the Earth is called the epicenter. Show the
“epicenter” of your model to your teacher.
Q1. Use your model to show different types of movement along a fault. How would the
surroundings be affected?
