Module Earth Life Science 1st Quarter

Earth Science
Learning Area: Earth and Life Science (Core Subject)
Quarter: 1
Week: 1
Content Standard; The learners demonstrate an understanding of:
1. the formation of the universe and the solar system
2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth
3. the Earth’s internal structure
Performance standard: The learners shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community may experience.
(Note: Select this performance standard if your school is in an area near faultlines, volcanoes, and
steep slopes.)
2. Conduct a survey or design a study to assess the possible hydrometeorological hazards that your
community may experience. (Note: Select this performance standard if your school is in an area that
is frequently hit by tropical cyclones and is usually flooded.)
Learning Competency: The learners:
1. State the different hypotheses explaining the origin of the universe.
2. Describe the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of Earth, being the only planet in the solar system with properties
necessary to support life.
4. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy
flow.
5. Explain the current advancements/information on the solar system
6. Show the contributions of personalities/people on the understanding of the earth systems
7. Identify the layers of the Earth (crust, mantle, core).

Time Allotment: 3 hours
Teaching Resources Needed: Activity sheet, ppt, computer/laptop and Projector
Course Subject Description: This learning area is designed to provide a general background for the
understanding of Earth Science and Biology. It provides the history of the Earth through geologic time.
Is discusses the Earth structure, composition and processes issues, concerns and problems pertaining
to natural hazards are also included. It also deals with the basic principles and processes in the study
of biology. It covers the processes and interactions at the cellular organism, population and ecosystems
levels
FIRST QUARTER TOPICS
1. Origin and Structure of the Earth

2. Earth Materials and Processes
3. Natural Hazards, Mitigation and Adaptation
I. Objectives:
At the end of the lesson, the learners are expected to:
1. State the different hypotheses explaining the origin of the universe.

2. Describe the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of the Earth, being the only planet in the solar system with properties
necessary to support life.
4. Explain that the Earth consist of four subsystem, across whose boundaries matter and energy
flow.
5. Explain in the current advancements/information on the solar system.
II. Content:
Touring the Universe (An Introduction to the formation of the universe)
III. Learning Resources:
1. https://www.spacetelescope.org/science/composition of universe/
2. https://en.wikipedia.org/wiki/star_cluster
3. https://en.wikipedia.org/wiki/redshift
4. Earth Science and Environment CENGAGE Learning, Philippine Edition pp. 4-23
Nucum, Zenaia T., Earth Science pp. 2-96
IV
A. Before the lesson
1. A quick REVIEW (Guessing Game)
Direction: Arrange the jumbled letters to form words related to the universe. Say something about the
form’s words/terms.
Bonyriac mtetar
Sarts
Ptorsator
Nulebae
2. Preassessment (Optional)
Celebrity Bluff
3. Motivation
Let’s Play
4 Pic
1 word
V Procedure:
During the Lesson
What Is Earth Science?
1.1. Earth science is the name for the group of sciences that deals with Earth and its neighbors in
space.
• Geology means “study of Earth.” Geology is divided into physical geology and historical
geology.
• Oceanography is the study of the Earth’s oceans, as well as coastal processes, seafloor
topography, and marine life.
• Meteorology is the study of atmosphere and the processes that produce weather and climate.
• Astronomy is the study of the universe.
The nebular hypothesis suggests that the bodies of our solar system evolved from an
enormous rotating cloud called the solar nebula. It was made up mostly of hydrogen and
helium, with a small percentage of heavier elements.
• Shortly after the Earth formed, melting occurred in the Earth’s interior. Gravity caused denser
elements to sink to Earth’s center. Less dense elements floated toward the surface. As a result,
Earth is made up of layers of materials that have different properties.
1.2 A View of Earth
Earth can be thought of as consisting of four major spheres: the hydrosphere, atmosphere,
geosphere, and biosphere.
• The hydrosphere is the water portion of Earth.
• The atmosphere is an envelope of gases that surrounds Earth.
• The geosphere is the layer of Earth under both the atmosphere and the oceans. It includes
the core, the mantle, and the crust.
• The biosphere is made up of all life on Earth. Because the geosphere is not uniform, it is
divided into three main parts based on differences in composition—the core, the mantle, and the crust.
Because the geosphere is not uniform, it is divided into three main parts based on differences
in composition—the core, the mantle, and the crust.
• The core, Earth’s innermost layer, is located just below the mantle.
• The mantle is 2890 kilometers thick. It is located below the Earth’s crust and above the Earth’s
core.
• The crust is the thin, rocky, outer layer of Earth.
The theory of plate tectonics provided geologists with a model to explain how earthquakes and volcanic
eruptions occur and how continents move.
• Destructive forces wear away Earth’s surface.
• Constructive forces build up the Earth’s surface.
• Tectonic plates move constantly over the Earth’s mantle.
1.3 Representing Earth’s Surface
Latitude is the distance north or south of the equator, measured in degrees. Longitude is the distance
east or west of the prime meridian, measured in degrees.
• The equator divides Earth into two hemispheres—the northern and the southern.
• The prime meridian and the 180º meridian divide Earth into eastern and western hemispheres.
No matter what kind of map is made, some portion of the surface will always look either too
small, too big, or out of place. Mapmakers have, however, found ways to limit the distortion of shape,
size, distance, and direction.
Topographic maps show elevation using contour lines.
• A topographic map represents Earth’s three-dimensional surface in two dimensions.
• A contour line indicates the elevation of the land.
• A contour interval tells the difference in elevation between adjacent contour lines.
• A scale helps to determine distances on a map.

A geologic map shows the type and age of exposed rocks.
Today’s technology provides us with the ability to more precisely analyze Earth’s physical
properties.
• Satellites and computers provide more accurate maps.
1.4 Earth System Science
Earth system science aims to understand Earth as a system made up of interacting parts, or
subsystems.
A system can be any size group of interacting parts that form a complex whole.
• In a closed system, matter does not enter or leave the system.
• In an open system, energy and matter flow into and out of the system.
• Most natural systems are open systems.
• The Earth system is powered by energy from two sources.
One source of energy for Earth systems is the sun, which drives external processes that occur
in the atmosphere, hydrosphere, and at Earth’s surface.
• The sun’s energy drives weather, climate, ocean circulation, and erosion.
Earth’s interior is the second source of energy for Earth systems.
• Heat powers the internal processes that cause volcanoes, earthquakes, and mountains.
• The Earth system’s processes are interlinked. A change in one part of the system can affect
the whole system.
Our actions produce changes in all of the other parts of the Earth system.
• Environment refers to things that surround and influence an organism.
• Environmental science focuses on the relationships between people and Earth.
• Resources include water, soil, metallic and nonmetallic minerals, and energy.
Renewable resources can be replenished over relatively short time spans.
• Plants, animals, and energy such as water, wind, and the sun are some examples of
renewable resources.
Although these and other resources continue to form, the processes that create them are so
slow that it takes millions of years for significant deposits to accumulate.
• Iron, aluminum, copper, oil, natural gas, and coal are examples of nonrenewable resources.
• Population growth equals an increase in demand for resources.
Significant threats to the environment include air pollution, acid rain, ozone depletion, and
global warming.
• Understanding Earth’s environment and the impact of humans on limited resources is

necessary for the survival and well-being of the planet.
1.5 What Is Scientific Inquiry?
Once data have been gathered, scientists try to explain how or why things happen in the manner
observed. Scientists do this by stating a possible explanation called a scientific hypothesis.
• A hypothesis becomes a scientific theory if it survives tests and analyses.

A scientific theory is well tested and widely accepted by the scientific community and best
explains certain observable facts.
• Scientific investigations often have four steps—collecting facts; developing a hypothesis;

observing and experimenting; and accepting, modifying, or rejecting the hypothesis.
VI. Generalization (Sums up)
1. What the group of sciences that deals with Earth?

2. Enumerate the Four major spheres
3. What are the Earth system Science?
4. What is the Scientific Inquiry?
VII. Evaluation
Earth and Life Science : Introduction of Earth Science

Name: _________________________________________ Time: ________________________
Course: ________________Date:_____________ Professor:_____________________
Write the best answer before the number. NO ERASURE
1. The branch of science that deals with living things is
A. life science.
B. earth science.
C. physical science.
2. Which includes the study of rocks, fossils, and climate?
A. Life science
a. Earth science
b. Physical science
3. This Earth Science studies the materials that make up Earth.
a. astronomy
b. meteorology
c. geology
d. oceanography
4. Earth science is the study of Earth and its surrounding universe.
a. True
b. False
5. The four major areas of Earth Science are
a. the solid earth, the mountains, the birds, and the universe.
b. the solid earth, the water and oceans, the atmosphere, and the universe.
c. the water and oceans, the animals, the plants, and the universe.
d. the animals, the solid earth, earthquakes, and volcanoes.
6. Which area of Earth Science includes the study of stars?
a. Meteoro logy
b. hydrology
c. geology
d. astronomy
7. A plan of inquiry that uses science process skills to gather, organize, analyze, and communicate
information is the
a. inquiry process.
b. investigative plan.
c. scientific method.
d. information query.
8. The process of obtaining information by using your senses is called
a. an observation.
b. a scientific method.
c. an inquiry.
d. a conclusion.
9. Rocks, minerals and soil are examples of geologic resources that are ______ .
a. Renewable
b. Nonrenewable
10. Energy from the Sun is a _______ resource.
a. renewable
b. nonrenewable
Prepared by
Rosemarie Jean E. Smith

Faculty
Noted by
Ms. Zinnia N. Bronola

Principal
Week: 2
Content Standard; The learners demonstrate an understanding of the formation of minerals
Competency: The learners shall be able to state the different formation of minerals and its chemical
classification and composition of a rocks
I. Objectives:
1. Explain the formation of common minerals and its general characteristics

2. Describe the physical and chemical properties of minerals
3. Discuss the classification, chemical composition and identification of igneous rocks
4. Explain the formation, transportation, structures and kinds of sedimentary rocks
5. Identify the factors controlling characteristics of metamorphic rocks and its classification.
II. Content:
Minerals
Earth Science and Environment CENGAGE Learning, Philippine Edition pp. 4-23
Nucum, Zenaia T., Earth Science pp. 30 – 92
IV Procedure:
2.1 Matter
An element is a substance that cannot be broken down into simpler substances by chemical or
physical means.
An atom is the smallest particle of matter that contains the characteristics of an element.
• The central region of an atom is called the nucleus. The nucleus contains protons and neutrons.
• The number of protons in the nucleus of an atom is called the atomic number.
• Electrons are located in regions called energy levels.
Atoms with the same number of protons but different numbers of neutrons are isotopes of an
element.
• The mass number of an atom is the total mass of the atom expressed in atomic mass units. •
Many elements have atoms whose nuclei are unstable. These atoms disintegrate by radioactive
decay.
A compound is a substance that consists of two or more elements that are chemically combined
in specific proportions.
When an atom’s outermost energy level does not contain the maximum number of electrons,
the atom is likely to form a chemical bond with one or more other atoms.
• Chemical combinations of the atoms of elements are called compounds.

• Chemical bonds are the forces that hold atoms together in a compound. There are three
principal types of chemical bonds: ionic, covalent, and metallic.
• An atom can gain or lose one or more electrons. The atom then has an electrical charge and
is called an ion.
Ionic bonds form between positive and negative ions.
Covalent bonds form when atoms share electrons.
Metallic bonds form when electrons are shared by metal ions
2.2 Minerals
A mineral is a naturally occurring, inorganic solid with an orderly crystalline structure and a definite
chemical composition.
• Minerals form by natural processes.
• Minerals are solids in normal temperature ranges on Earth.
• Minerals are crystalline. Their atoms or ions are arranged in an orderly and repetitive way.
• Minerals have definite chemical composition. They usually are compounds formed of two or
more elements.
• Most minerals are inorganic chemical compounds.
There are four major processes by which minerals form: crystallization from magma,
precipitation, changes in pressure and temperature, and formation from hydrothermal solutions.
• Magma is molten rock from deep in the Earth. As it cools, it forms minerals.
• Substances dissolved in water may react to form minerals.
• Changes in temperature and pressure can make new minerals form.
• When hot solutions touch exisiting minerals, chemical reactions take place and form new
minerals.
Common minerals, together with the thousands of others that form on Earth, can be classified into
groups based on their composition.
Silicon and oxygen combine to form a structure called the siliconoxygen tetrahedron.
• Silicates are made of silicon and oxygen. They are the most common group of minerals on
Earth.
• Most silicate minerals crystallize from cooling magma.
Carbonates are minerals that contain the elements carbon, oxygen, and one or more other metallic
elements.
Oxides are minerals that contain oxygen and one or more other elements, which are usually metals.
Sulfates and sulfides are minerals that contain the element sulfur.
Halides are minerals that contain a halogen ion plus one or more other elements.
Native elements are minerals that only contain one element or type of atom.
2.3 Properties of Minerals
Small amounts of different elements can give the same mineral different colors.
Streak is the color of a mineral in its powdered form.

Luster is used to describe how light is reflected from the surface of a mineral.
Crystal form is the visible expression of a mineral’s internal arrangement of atoms.
The Mohs scale consists of 10 minerals arranged from 10 (hardest) to 1 (softest).
• Hardness is a measure of the resistance of a mineral to being scratched.
• You can test hardness by rubbing a mineral against another mineral of known hardness. One
will scratch the other, unless they have the same hardness.
Cleavage is the tendency of a mineral to cleave, or break, along flat, even surfaces.
• Minerals may have cleavage in one or more directions.
Minerals that do not show cleavage when broken are said to fracture.
• Fracture is the uneven breakage of a mineral.
Density is a property of all matter that is the ratio of an object’s mass to its volume.
Some minerals can be recognized by other distinctive properties.
V. Evaluation
Earth and Life Science : Mineral

Name: _________________________________________ Time: ________________________
Course: ________________Date:_____________ Professor:_____________________
1. The Mohs scale measures

A. density of a mineral. C. the luster of a mineral
B. a mineral's hardness. D. a mineral's type of crystalline structure.
2. What is a mineral?
A. a type of a rock
B. solids which are naturally occurring, inorganic, have a definite chemical composition and a
definite atomic arrangement
C. crystals, which grow in liquids
D. a type of volcanic ash
3. The smallest particle into which an element can be divided and still be the same substance is called
a(n) .
A. neutron C. atom
B. electron D. nucleus
4. What does the nucleus of an atom contain?

A. protons and neutrons C. protons only
B. protons and electrons D. electrons only
5. Minerals are classified according to their

A. color. C. composition
B. origin. D. specific gravity
6. A naturally occurring, inorganic solid that has a definite crystalline structure and chemical
composition.
A. compound C. MIneral
B. crystal
7. The hardness of a mineral is measured by

A. Augustine's soft scale. C. the weight of the mineral.
B. Einstein's hardness scale. D. Mohs hardness scale.
8. The color of the powder a mineral leaves on an unglazed porcelain tile is called the
mineral's
A. color C. luster
B. streak
9. Effected by the sizes, shapes and positions of the minerals in the rock. It depends on how quickly
the magma cools, for example: SLOWER COOLING = LARGER CRYSTALS.
A. Mineral C. Foliated
B. Erosion D. TExture
10. Crystals are solid materials with

A. several different grain sizes. C. atoms in an orderly, repeating pattern.
B. distinct layers or bands. D. glass-like, shiny surfaces.
Prepared by

Faculty
Noted by

Principal
Week 3
Content Standard; The learners demonstrate an understanding of the formation of rocks.
Competency: The learners shall be able to state the different different types of rocks
I. Objectives:
1. Students will be able to describe and identify different types of rocks by their observable
properties.
2. describe how rocks undergo weathering
3. compare and contrast the physical and chemical weathering of rocks.
4. explain how the products of weathering are carried away by erosion and deposited elsewhere
5. identify the processes how soil is being formed
6. explain how rocks and soil move downslope due to the direct action of gravity
II. Content:
Rocks
Earth Science and Environment CENGAGE Learning, Philippine Edition

Nucum, Zenaia T., Earth Science
IV Procedure:
Chapter 3 Rocks
• Texture is determined by the size, shape, and the arrangement of crystals.
• Composition is determined by the proportions of light and dark minerals.
Slow cooling results in the formation of large crystals.
Rapid cooling of magma or lava results in rocks with small, interconnected mineral grains.
• Porphyritic texture occurs in rocks with different-size minerals that cool at different rates.
• Granitic composition occurs when igneous rocks contain mostly quartz and feldspar.
• Basaltic composition occurs when rocks contain many dark silicate materials.
• Andesitic composition occurs in rocks with a combination of granitic and basaltic rocks.
• Ultramafic rocks are composed almost entirely of dark silicate minerals.
3.3 Sedimentary Rocks
Erosion involves weathering and the removal of rock. When an agent of erosion—water, wind,
ice, or gravity—loses energy, it drops the sediments.
This process is called deposition.

• Sediments form when solids settle out of a fluid, such as water or air.
• Compaction and cementation change sediments into sedimentary rock. Compaction is a process
that squeezes, or compacts, sediments.
Cementation takes place when dissolved minerals are deposited in the tiny spaces among the
sediments.
Just like igneous rocks, sedimentary rocks can be classified into two main groups according to
the way they form.
• Clastic sedimentary rocks are made of weathered bits of rocks and minerals.
• The size of the sediments in clastic sedimentary rocks determines their grouping.
• Chemical sedimentary rocks form when dissolved minerals separate from water solutions.
The many unique features of sedimentary rocks are clues to how, when, and where the rocks
formed.
• The oldest layers in sedimentary rock formations are at the bottom.
• Fossils are found in sedimentary rocks and can provide much information about the rocks that contain
them.
3.4 Metamorphic Rocks
Most metamorphic changes occur at elevated temperatures and pressures. These conditions
are found a few kilometers below Earth’s surface and extend into the upper mantle.
• Metamorphism refers to the changes in mineral composition and texture of a rock subjected to high
temperature and pressure within Earth.
During contact metamorphism, hot magma moves into rock.
• This usually results in minor changes in rocks.
Regional metamorphism results in large-scale deformation and highgrade metamorphism.
• This usually results in intense changes such as mountain building.
The agents of metamorphism are heat, pressure, and hydrothermal solutions.
• Hydrothermal solutions occur when hot, water-based solutions escape from a mass of magma.
The texture of metamorphic rocks can be foliated or nonfoliated.
• Foliated metamorphic rocks have a layered or banded appearance.usually contain only one mineral.
V. Evaluation
Earth Science Quiz: Rocks
Name: ___________________________________ Time: ______________
Course: ______________ Professor: ________________

1. What rock type comes from the Greek word for fire?
A. Sedimentary Rock C. Metamorphic Rock
B. Igneous Rock D. None of these
2. Rocks formed when other rocks are changed by heat and pressure are classified as
A. Sedimentary rock. C. Metamorphic Rock
B. Igneous rock. D. None of these
3. What type of rocks are formed by deposition of either clastic sediments, organic matter, or
chemical precipitates, followed by compaction of the particulates and cementation?
A. igneous rocks C. metamorphic rocks
B. Sedimentary rocks D. None of these
4. Rocks formed by the piling up of layers of dust, dirt, and sand are called:
A. igneous rocks C. metamorphic rocks
B. sedimentary rocks D. Magma
5. What forms when sediment is cemented together?
A. magma C. sedimentary rock
B. igneous rock D. metamorphic rock
6. Rocks that are formed when hot magma cools and hardens are called .
A. metamorphic rock C. igneous rock
B. sedimentary rock D. Erosion
7. This type of rock is often formed in layers.
A. Sedimentary Rocks C. Metamorphic Rocks
B. Igneous Rocks D. None of these
8. What rock type comes from the phrase "to change"?
A. Sedimentary Rock C. Metamorphic Rock
B. Igneous Rock D. None of these
9. Rocks that cool and harden from a molten state are
A. sedimentary rock C. metamorphic rock
B. Igneous rock D. None of these
10. Fossils are usually found in
A. igneous rock C. metamorphic rock
B. sedimentary rock D. Lava
Prepared by

Faculty
Noted by

Principal
Week 4
Content Standard; The learners demonstrate an understanding earth resources
Competency: The learners shall be able to state the different different earth resource
I. Objectives:
1. Students will be able to describe and identify different types of rocks by their observable
properties.
2. describe how rocks undergo weathering
3. compare and contrast the physical and chemical weathering of rocks.
4. explain how the products of weathering are carried away by erosion and deposited elsewhere
5. identify the processes how soil is being formed
6. explain how rocks and soil move downslope due to the direct action of gravity
II. Content:
Earth Resources

Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.
Earth Science Guided Reading and Study Workbook 38
IV Procedure:
Chapter 4 Earth Resources
4.1 Energy and Mineral Resources

A renewable resource can be replenished over fairly short time spans such as months, years,
or decades.
By contrast, a nonrenewable resource takes millions of years to form and accumulate.
• Population growth and a higher standard of living are depleting

existing resources.
Fossil fuels include coal, oil, and natural gas.

• Afossil fuel is any hydrocarbon used as a source of energy.
Some energy experts believe that fuels derived from tar sands and oil shales could become
good substitutes for dwindling petroleum supplies.
• Mining tar sand has significant environmental drawbacks.
• Oil shale has less heat energy than crude oil and is costly to process.
Some of the most important mineral deposits form through igneous
processes and from hydrothermal solutions.
• Ore is a useful metallic mineral that can be mined at a profit.

• Gold, silver, copper, mercury, lead, platinum, and nickel are examples of metallic minerals produced
by igneous processes.
• Most hydrothermal deposits are formed by hot, metal-rich fluids left by magma.
• Placer deposits are formed when eroded heavy minerals settle quickly from moving water.
Nonmetallic mineral resources are extracted and processed either for the nonmetallic elements
they contain or for their physical and chemical
properties.
• Nonmetallic mineral resources are useful for building materials, industrial minerals, and manufacturing
chemicals and fertilizers.
4.2 Alternate Energy Sources
Solar energy has two advantages: the “fuel” is free, and it’s nonpolluting.
In nuclear fission, the nuclei of heavy atoms such as uranium-235 are bombarded with neutrons.
The uranium nuclei then split into smaller nuclei and emit neutrons and heat energy.
• About 7% of U.S. energy needs are met by nuclear power.
• Although it was once believed that nuclear power would be a safe and clean energy source, cost and
safety are obstacles to expanded nuclear
power.
• Fears about radioactive materials were realized in 1986, when a reactor at Chernobyl caused two
explosions.
Some experts estimate that in the next 50 to 60 years, wind power could meet between 5 to 10
percent of the country’s demand for electricity.
• Wind energy is a promising source of energy, but technological advances are needed to fully realize
its potential.
The water held in a reservoir behind a dam is a form of stored energy that can be released
through the dam to produce electric power.
• Hydroelectric power, which is generated by falling water, drives turbines that produce electricity.
• About 5% of the country’s electricity comes from hydroelectric power.
• Limited usable sites and the finite lifetime of hydroelectric dams are both obstacles to further
expansion.
Hot water is used directly for heating and to turn turbines to generate electric power.
• Geothermal energy is harnessed by tapping natural underground reservoirs of steam and hot water.
• Geothermal power is nonpolluting but reservoirs are easily depleted.
Tidal power is harnessed by constructing a dam across the mouth of a bay or an estuary in
coastal areas with a large tidal range. The strong in and-out flow that results drives turbines and
electric generators.
4.3 Water, Air, and Land Resources
Each day, people use fresh water for drinking, cooking, bathing, and growing food.
• Less than one percent of Earth’s water is usable fresh water.
• Point source pollution is pollution that comes from a known and specific location.
• Nonpoint source pollution is pollution that does not have a specific point of origin.
• Runoff is the water that flows over the land rather than seeping into the ground. It often carries
nonpoint pollution.
• Water pollution can have serious health effects for humans.
The chemical composition of the atmosphere helps maintain life on Earth.
• Pollution can change the chemical composition of the atmosphere and disrupt its natural cycles and
functions.
• Global warming, caused by increased carbon dioxide in the atmosphere, is the unnatural warming of
the lower atmosphere.
Earth’s land provides soil and forests, as well as mineral and energy resources.
• Removing and using resources from Earth’s crust can damage the environment.
4.4 Protecting Resources

Starting in the 1970s, the federal government passed several laws to prevent or decrease
pollution and protect resources.
• Although they comprise only 6% of the world’s population, Americans use about one third of the world’s
resources.
• Conservation is the careful use of resources.
In 1970, Congress passed the Clean Air Act, the nation’s most important air pollution law.
• The Clean Air Act limited the amount of pollutants allowed in the air, resulting in improved air quality.
Protecting land resources involves preventing pollution and managing land resources wisely.
• Farmers are using new soil conservation practices to prevent the loss of topsoil.
• Some farmers and gardeners use fewer pesticides and inorganic fertilizers.
• Compost is partly decomposed organic material that is used as fertilizer.
• Better landfill management and disposal techniques prevent waste seepage.
• Recycling is the collecting and processing of used items so they can be

made into new products.
V. Evaluation
Earth Science Quiz: Rocks Earth Resources
Name: ___________________________________ Date: ______________


1. Water is a ______ resource.
A. renewable B. non-renewable
2. Water is a _______ resource.

3. What type of energy resource is coal?

4. Two types of ________ are renewable and non-renewable.

A. sustainable uses C. environmental resources
B. smog D. aquaculture
5. Non renewable resource

A. Resources that cannot be replaced. B. Resources that can be replaced.
6. Which of the following not a non-renewable resource?

A. coal C. natural gas
B. oil D. livestock
7. Renewable resources
A. can be replenished over months, years, or decades.
B. are all living resources.
C. have finite supplies that will one day be all used up.
D. include iron, gas, and copper.
8. Rocks, minerals and soil are examples of geologic resources that are .
A. Renewable B. Nonrenewable
9. Sand is a renewable resource.

A. True B. False
10. Which resource is renewable?

A. coal C. silver
B. diamonds D. wid
Prepared by

Faculty
Noted by

Principal
Week 5
Content Standard; The learners demonstrate an understanding weathering, soil and mass movements
Competency: The learners shall be able to state the different different weathering, soil and mass
movements
I. Objectives:
To introduce students to the weathering processes that shape our world and allow students to
make connections between these weathering process and those we see on a day to day basis. Key
concepts include defining weathering as the breakdown of rock, and distinguishing between mechanical
and chemical weathering. Students should be able to identify and distinguish between the different
types of weathering and their unique features. II. Content:

Earth Science Guided Reading and Study Workbook p 48
IV Procedure:
Chapter 5 Weathering, Soil, and Mass Movements
5.1 Weathering
Mechanical weathering occurs when physical forces break rock into smaller and smaller pieces
without changing the rock’s mineral composition.
In nature, three physical processes are especially important causes of mechanical weathering:
frost wedging, unloading, and biological activity.
• In nature, water finds its way into cracks in a rock. When the water freezes, it expands. This enlarges
the cracks in the rock. Over time, the rock breaks into pieces. This is called frost wedging.
• Sections of rock that are wedged loose may tumble into large piles of rock debris called talus, which
typically form at the base of steep, rocky cliffs.
• Unloading is when large masses of igneous rock are exposed through uplift and erosion, reducing the
pressure on the igneous rock. Slabs of the outer rock separate like the layers of an onion and break
loose in a process called exfoliation.
• Plants, animals, and humans all cause mechanical weathering.
Chemical weathering is the transformation of rock into one or more new compounds.
• The most important agent of chemical weathering is water.
• Chemical weathering changes the properties of rock.
• Spheroidal weathering is a type of chemical weathering that changes the physical shape of the rock
as well as its chemical composition.
• Mechanical weathering increases the rate of chemical weathering.
Two other factors that affect the rate of weathering are rock characteristics and climate.
• Different rock types weather at different rates.
• Temperature and moisture both affect the rate of weathering.
5.2 Soil
Soil is the part of the regolith that supports the growth of plants.
• Regolith is the layer of rocks and mineral fragments that covers nearly all of Earth’s land surface.
• Composition, texture, and structure are three important characteristics of soil.
Soil has four major components: mineral matter, or broken-down rock; organic matter, or
humus, which is the decayed remains of organisms;
water; and air.
• The amount of these components in soil varies depending on the type of soil.
• Soil texture is the proportions of different particle sizes in soil. Texture strongly affects a soil’s ability
to support plant life.
• Plant cultivation, erosion, and water solubility are all affected by soil structure.
The most important factors in soil formation are parent material, time, climate, organisms, and
slope.
• Parent material is the source of the mineral matter in soil.
• Temperature and precipitation, or climate, has the greatest effect on soil formation.
• In the nitrogen cycle, bacteria convert nitrogen gas into nitrogen compounds that plants can use.
Soil varies in composition, texture, structure, and color at different depths.
• These variations divide the soil into zones known as soil horizons.
• A vertical section through all of the soil horizons is called a soil profile.
• Mature soils often have three distinct soil horizons—the A horizon or topsoil, the B horizon or subsoil,
and the C horizon, which contains partially weathered parent material.
Three common types of soil are pedalfer, pedocal, and laterite.
• Pedalfers usually form in temperate areas that receive more than 63 cm of rain each year. They
contain large amounts of iron oxide and aluminum-rich clay.
• Pedocals are found in the drier western United States in areas that have grasses and brush
vegetation. They contain abundant calcite and are a light gray-brown.
• Laterites form in hot, wet tropical areas where chemical weathering is intense. These are rich in iron
oxide and aluminum oxide. Laterites contains almost no organic matter and few nutrients.
Human activities that remove natural vegetation, such as farming, logging, and construction,
have greatly accelerated soil erosion.
• Soils are one of the most abused resources on Earth.

• Water, wind, and other forces such as climate, soil characteristics, and slope all affect the rate of
erosion.
• Erosion can be controlled through planting windbreaks, terracing hillsides, plowing in contours, and
rotating crops.
5.3 Mass Movements
The transfer of rock and soil downslope due to gravity is called mass movement.
• Most landforms are caused by both weathering and mass movement.
Among the factors that commonly trigger mass movements are saturation of surface materials
with water, oversteepening of slopes, removal of vegetation, and earthquakes.
Geologists classify mass movements based on the kind of material that moves, how it moves,
and the speed of movement.
• Arockfall occurs when rocks or rock fragments fall freely through the air. This is common on steep
slopes.
• In a slide, a block of material moves suddenly along a flat, inclined surface. Slides that include
segments of bedrock are called rockslides.
• Aslump is the downward movement of a block of material along a curved surface.
• Amudflow is a mass movement of soil and rock fragments containing a large amount of water, which
moves quickly downslope.
• Earthflows are flows that move relatively slowly—from about a millimeter per day to several meters
per day. They occur most often on hillsides in wet regions.
• The slowest type of mass movement is creep, which usually travels only a few millimeters or
centimeters per year.
V. Evaluation
Earth Science: Weathering, Soil & Mass Wasting
Name: ___________________________________ Day/Time: ______________
Write the best answer (letter only) before the number. NO ERASURE
1. Refers to the movement of weathered material down a slope under the influence of gravity
A. frost shattering C. Exfoliation
B. mechanical weathering D. Mass wasting
2. By what process do streams and rivers move material?

A. weathering C. Infiltration
B. mass wasting D. Erosion
3. An example of fast mass wasting is
A. landslide C. Cliff
B. creep D. Meander
4. Water gets into the cracks of rock and freezes, causing the rock to break. What is this an
example of?
A. erosion B. Weathering
5. What causes erosion?
A. wind C. Ice
B. moving water D. All of the these
6. ______ is the slow process that breaks rocks down to smaller pieces.
A. Erosion C. All of these
B. Weathering D. None of these
7. The movement of rocks.

A. Deposition C. Erosion
B. Weathering D. All of these
8. If the Earth had more mass, its gravity would be stronger and we would have trouble moving
around.
A. True B. False
9. What is the slowest type of mass movement?

A. mudflow C. Landslide
B. creep D. Slump
10. Which of these erosion types leaves a curved scar?

A. Slump C. Deposition
B. Gravity D. Mudflow
Prepared by

Faculty
Noted by

Principal
Week 6
Content Standard; The learners demonstrate an understanding the running water and ground water
Competency: The learners shall be able to state the different different running water and ground water
I. Objectives:
At the end of the lesson, the learners are expected to
1. learn that the Earth has a finite amount of fresh water.
2. learn ways to conserve fresh water and brainstorm ideas to increase usage of
untapped water resources in their local area.
3. Apply an understanding of permeability to explain the movements of groundwater

through confined and unconfined aquifers.
4. Develop/build models that explain how water moves through a groundwater

system and watershed (constructing).

IV Procedure:
Running Water and Groundwater
6.1 Running Water
Water constantly moves among the oceans, the atmosphere, the solid Earth, and the biosphere.
This unending circulation of Earth’s water supply is the water cycle.
• Energy from the sun and gravity power the water cycle.
• Infiltration is the movement of surface water into rock or soil through cracks and pore spaces.
• Plants also absorb water and release it into the atmosphere through transpiration.
Balance in the water cycle means the average annual precipitation over Earth equals the amount
of water that evaporates.
The ability of a stream to erode and transport materials depends largely on its velocity.
• Gradient is the slope or steepness of a stream channel.
• Astream channel is the course the water in a stream follows.
• The discharge of a stream is the volume of water flowing past a certain point in a given unit of time.
While gradient decreases between a stream’s headwaters and mouth, discharge increases.
• Atributary is a stream that empties into another stream. Base level is the lowest point to which a
stream can erode its channel.
• There are two types of base level—ultimate base level and temporary base level. Sea level is the
ultimate base level. Temporary base levels include lakes and main streams that act as base level for
their tributaries.
• A stream in a broad, flat-bottomed valley that is near its base level often develops a course with many
bends called meanders.
6.2 The Work of Streams
Streams generally erode their channels lifting loose particles by abrasion, grinding, and by
dissolving soluble material.
• Increased turbulence equals greater erosion. Streams transport sediment in three ways.
1. in solution (dissolved load)
2. in suspension (suspended load)
3. scooting or rolling along the bottom (bed load)
• Bed load is the sediment that is carried by a stream along the bottomof its channel.
• The capacity of a stream is the maximum load it can carry.
Deposition occurs as streamflow drops below the critical settling velocity of a certain particle
size. The sediment in that category begins to
settle out.
• The sorted material deposited by a stream is called alluvium.
• Adelta is an accumulation of sediment formed where a stream enters a lake or ocean.
• Anatural levee is a ridge made up mostly of coarse sediments that parallels some streams.
A narrow V-shaped valley shows that the stream’s primary work has been downcutting toward
base level.
• Afloodplain is the flat, low-lying portion of a stream valley subject to periodic flooding. It is caused by
the side-to-side cutting of a stream close to base level.
Most floods are caused by rapid spring snow melt or storms that bring heavy rains over a large
region.
• Aflood occurs when the discharge of a stream becomes so great that it exceeds the capacity of its
channel and overflows its banks.
Measures to control flooding include artificial levees, flood control dams, and placing limits on
floodplain development.
A drainage basin is the land area that contributes water to a stream.
• An imaginary line called a divide separates the drainage basins of one stream from another.
6.3 Water Beneath the Surface

Much of the water in soil seeps downward until it reaches the zone of saturation. The zone of
saturation is the area where water fills all of the open spaces in sediment and rock.
Groundwater is the water within this zone.

• The upper limit of the zone of saturation is the water table. Groundwater moves by twisting and
turning through interconnected small openings. The groundwater moves more slowly when the
pore spaces are smaller.
• Porosity is the volume of open spaces in rock or soil.
• The permeability of a material is its ability to release a fluid.
• Permeable rock layers or sediments that transmit groundwater freely are aquifers. Aquifers are the
source of well water.
A spring forms whenever the water table intersects the ground surface.
• Aspring is a flow of groundwater that emerges naturally at the ground surface.
• Ageyser is a hot spring in which a column of water shoots up with great force at various intervals.
• Awell is a hole bored into the zone of saturation.
• In an artesian well, groundwater rises on its own under pressure.
Overuse and contamination threatens groundwater supplies in some areas.
• Supplies of groundwater are finite.
Groundwater erosion forms most caverns at or below the water table in the zone of saturation.
• Acavern is a naturally formed underground chamber.
• Travertine is a type of limestone formed over great spans of time from dripping water containing
carbonate. The resulting cave are known as dripstone.
Karst areas typically have irregular terrain, with many depressions deposits called sinkholes.
• Karst topography an area that has been shaped largely by the dissolving power of groundwater, and
has a land surface with numerous depressions called sinkholes.
• Asinkhole is a depression made in a region where groundwater has removed soluble rock.
V. Evaluation
Earth Science: Running water and Groundwater
Name: ___________________________________ Day/Time: ______________
1. What is the third step of the water cycle?

A. evaporation C. Run off
B. precipitation D. Condensation
2. What is the water that sinks into the soil beneath the earth's surface called?
A. run-off C. Condensation
B. water vapor D. Groundwater
3. Which of the following is NOT one of the four stages of the Water Cycle?
A. precipitation C. Runoff
B. collection D. Evaporation
4. The water cycle is also called the
A. rock cycle C. Carbon cycle
B. hydrological cycle D. Nitrogen cycle
5. What is the name of the cycle that includes three steps: evaporation, condensation, and
precipitation?
A. The Krebs Cycle C. The Carbon cycle
B. The Water Cycle D. The Lunar cycle
6. A stream is
A. a large body of water. C. A large body of water with salt
B. a small body of water. D. None of these
7. All the land drained by a river, stream, or lake.

A. river basin C. Surface water
B. groundwater D. Underground cavern
8. Stalactites and stalagmites are found in
A. caverns C. Geysers
B. glaciers D. Karts topography
9. Which creates springs and geysers?

A. groundwater C. Rills
B. gullies D. Runoff
10. What is a natural hot spring that occasionally sprays steam and water above the ground
called?
A. gulf C. Geyser
B. equator D. Glacier
Prepared by

Faculty
Noted by

Principal
Week 7
Content Standard; The learners demonstrate an understanding the Glaciers, Deserts, and Wind
Competency: The learners shall be able to state the different different Glaciers, Deserts, and Wind
I. Objectives:
• glacier movement
• Glacial erosion and deposition
• Earth's deserts
• Wind action and effects on the desert landscape
• Structure and types of sand dunes

IV Procedure:
Chapter 7 Glaciers, Deserts, and Wind
Glacial drift applies to all sediments of glacial origin, no matter how, where, or in what form they
were deposited. There are two types of glacial drift: till and stratified drift.
• Till is the material deposited directly by the glacier. It is deposited as the glacier melts and drops its
load of rock debris.
• Stratified drift is sediment laid down by glacial meltwater.
Glaciers are responsible for a variety of depositional features, including moraines, outwash
plains, kettles, drumlins, and eskers.
• When glaciers melt, they leave layers or ridges of till called moraines.
• During the recent ice age, glaciers covered almost 30 percent of Earth’s land. The ice sheets
significantly changed drainage patterns over large regions, creating lakes and changing the directions
of rivers.
7.2 Deserts
Much of the weathered debris in deserts has resulted from mechanical weathering.
Though mechanical weathering is more significant in deserts, chemical weathering is not

completely absent. Over long-time spans, clays and thin soils do form. In the desert, most
streams are ephemeral—they only carry water after it rains.
• Ephemeral streams, also known as washes or arroyos, may flow for only a few hours or a few days.
• Because they are found in areas that lack much vegetation, ephemeral streams are susceptible to
dangerous flash floods.
Most desert streams dry up long before long before they ever reach the ocean. The streams are
quickly depleted by evaporation and soil infiltration.
• An alluvial fan is a cone of debris left when an intermittent stream flows out of a canyon, loses speed,
and quickly dumps its sediment.
• After heavy rain or snowmelt in the mountains, streams may flow across the alluvial fans to the center
of the basin, converting the basin floor into a shallow playa lake. Playa lakes last only a few days or
weeks.
Most desert erosion results from running water. Although wind erosion is more significant in
deserts than elsewhere, water does most of the erosional work in deserts.
• Although running water in the desert is infrequent, it is an important geological force.
7.3 Landscapes Shaped by Wind
Wind erodes in the desert in two ways: deflation and abrasion.
• Strong winds transport and deposit sediment.
• Deflation is the lifting and removal of loose particles such as clay and silt.
• Deflation creates a stony surface layer called desert pavement when it removes all the sand and silt
and leaves only coarser particles.
• Abrasion happens when wind-blown sand cuts and polishes exposed rock surfaces.
The wind can create landforms when it deposits its sediments, especially in deserts and along
coasts. Both layers of loess and sand dunes are landscape features deposited by wind.
• Loess is windblown silt that blankets the landscape.
Unlike deposits of loess, which form blanket-like layers over broad areas, winds commonly
deposit sand in mounds or ridges called dunes.
• Whenever wind encounters an obstruction, no matter how small, dunes may form.
What form sand dunes assume depends on the wind direction and speed, how much sand is
available, and the amount of vegetation.
• Barchan dunes are solitary sand dunes shaped like crescents.
• Transverse dunes form in long ridges that are perpendicular to the direction of the wind.
• Barchanoid dunes form at right angles to the wind and look like several barchan dunes placed side by
side.
• Longitudinal dunes form parallel to the wind.
• Parabolic dunes look like backwards barchan dunes. They often form along coasts and where there
is some vegetation.
• Star dunes have three or four sharp ridges, and their bases look like stars.
V. Evaluation
Earth Science: Glaciers, Deserts, and Wind

Name: ___________________________________ Day/Time: ______________
1. glacier is ________ .
A. a thick sheet of ice C.moving under its own weight
B. located over land D. all of the above
2.What are glaciers made of?
a. Gas C. ground water
b. Ice D. salt water
3.The mounds that form where till build up or is pushed into piles:
A. erosion C. moraines
B. glacier D. none of these
4. Glacial till is
A. first carried by a glacier then deposited by a stream
B. sediment carried by the top part of the glacier
C. deposited directly from glaciers and has sediment of a variety of sizes all mixed together
D. found evenly distributed across Earth's land masses
5. What is a desert?
A. A place that is very hot C. A place that is very sandy
B. A place that is very dry D. A place that is very cold
6. What is the driest desert in the world?
A. Mojana C. Sahara
B. Atacama D. Arabian
7. Air that moves across Earth's surface due to differences in pressure is called .
A. wind C. ozone
B. air pressure D. none of these
8. dunes
A. hills of sand C. clear, easily understood
B. held in high respect D. merry, happy
9. What is loess?
A. yellowish silt/fertile soil C. the way the Chinese farmed
B. the Chinese word for "loss" D. none of these
10. Wind erosion and deposition may form

A. longshore drifts and headland B. sand dunes and loess deposits
Prepared by

Faculty
Noted by

Principal
Learning Area: Earth and Life Science (Core Subject)
Quarter: 2
Week 8
1. the different hazards caused by geological processes (earthquakes, volcanic eruptions, and
landslides)
1. describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and
landslides
I. Objectives:
1. Explain our current understanding of Earth’s hidden interior using the evidence provided by Earth’s
internal heat, its density, and the path of earthquake waves through its interior.
2. Describe how it is now possible to produce three dimensional pictures of Earth’s interior and what
these pictures indicate about the circulation of materials in the core and mantle.
3. Explain how the fate of subducted slabs may be linked to the formation of mantle plumes at the
core-mantle boundary.III. Learning Resources:
IV Procedure:
Earthquakes and Earth’s Interior
8.1 What Is an Earthquake?
Faults are fractures in Earth where movement has occurred.
• An earthquake is the vibration of Earth produced by the rapid release of energy within the
lithosphere.
• Earthquakes are caused by slippage along a break in the lithosphere, called a fault.
• The point within Earth where an earthquake starts is called the focus.
• The energy released by an earthquake travels in all directions from the focus in the form of seismic
waves.
• The movement that occurs along faults during earthquakes is a major factor in changing Earth’s
surface.
• The epicenter is the location on the surface directly above the focus.
According to the elastic rebound hypothesis, most earthquakes are produced by the rapid
release of energy stored in rock that has been subjected to great forces. When the strength of
the rock is exceeded, it suddenly breaks, releasing some of its stored energy as seismic
waves.
• Forces inside Earth slowly deform the rock that makes up Earth’s crust, causing rock to bend.
• Elastic rebound is the tendency for the deformed rock along a fault to spring back after an
earthquake.
• An aftershock is an earthquake that occurs sometime soon after a major earthquake.
8.2 Measuring Earthquakes
Earthquakes produce two main types of seismic waves—body waves and surface waves.
• There are two types of body waves: P waves and S waves.
• P waves are push-pull waves that push (or compress) and pull (or expand) particles in the direction
the waves travel.
• S waves shake particles at right angles to the waves’ direction of travel.
• When body waves reach the surface, they produce surface waves. Surface waves are the most
destructive seismic waves.
Scientists have developed an instrument to record seismic waves—the seismograph.
• A seismograph produces a time record of ground motion during an earthquake called a

seismogram. A seismogram shows all three types of seismic waves.
The Richter scale and the moment magnitude scale measure earthquake magnitude. The
Modified Mercalli scale is based on earthquake intensity.
• The moment magnitude is derived from the amount of displacement that occurs along a fault.
Scientists today use the moment magnitude scale to measure earthquakes.
A travel-time graph, data from seismograms made at three or more locations, and a globe can
be used to determine an earthquake’s epicenter.
8.3 Earthquake Hazards
Earthquake-related hazards include seismic shaking, liquefaction, landslides and mudflows,

and tsunamis.
• The ground vibrations caused by seismic waves are called seismic shaking.
• Liquefaction is a process earthquakes can cause in which soil and rock saturated with water turn
into liquid and can no longer support buildings.
• A tsunami is a wave formed when the ocean floor shifts suddenly during an earthquake.
• Earthquakes can cause landslides and mudflows, two destructive events that can quickly bury entire
towns under debris.
Earthquake damage and loss of life can be reduced by determining the earthquake risk for an
area, building earthquake-resistant structures, and following earthquake safety precautions.
• Aseismic gap is an area along a fault where there has not been any earthquake activity for a long
period of time.
8.4 Earth’s Layered Structure
Earth’s interior consists of three major layers defined by their chemical composition—the
crust, mantle, and core.
• The crust, the thin, rocky outer layer of Earth, is divided into oceanic and continental crust.
• Under the crust is the mantle—a solid, rocky shell that extends to a depth of 2890 kilometers.
• The core is a the innermost layer of Earth. The core is divided into an outer core and an inner core.
Earth can be divided into layers based on physical properties—the lithosphere, the
asthenosphere, the lower mantle, the outer core, and the inner core.
• Earth’s outermost layer consists of the crust and uppermost mantle and forms a relatively cool, rigid
shell called the lithosphere.
• Beneath the lithosphere lies a soft, comparatively weak layer known as the asthenosphere.
• Near the base of the mantel lies a more rigid layer called the lower mantle.
• The outer core is a liquid layer beneath the mantle that is 2260 kilometers thick. The outer core
generates Earth’s magnetic field.
• The inner core is the solid innermost layer of Earth, which has a radius of 1220 kilometers.
During the twentieth century, studies of the paths of P and S waves through Earth helped
scientists identify the boundaries of Earth’s layers and determine that the outer core is liquid.
• The boundary that separates the crust from the underlying mantle is known as the Moho.
To determine the composition of Earth’s layers, scientists studied seismic data, rock samples
from the crust and mantle, meteorites, and high-pressure experiments on Earth materials.
V. Evaluation
Earth Science: Earthquake
Name: ___________________________________ Day/Time: ______________
1. A(n) ______occurs when rocks break & slip along a fault in the earth.
A. Flood C. Earthquake
B. Hurricane D. Tornado
2. A small earthquake tremor that follows a major earthquake.

A. liquefaction C. Aftershock
B. volcano D. geyser
3. Earthquakes are always predictable.

A. True B. False
4. What is earthquake intensity?

A. a measure of energy released C. a measure of damage
B. a measure of seismic risk D. a measure of an earthquake's focus
5. A break or crack along which rocks move is called a

A. fault C. earthquake
B. fissure D. seismic wave
6. What is the point of origin of an earthquake?

A. Epicenter C. Foreshock
B. Focus D. Scarp
7. A _________ is an instrument that records earthquake waves.

A. mass C. Seismogram
B. seismometer D. Frame
8. Most earthquakes occur

A. in mountains C. at plate boundaries
B. along major rivers D. in the middle of tectonic plates
9. This measurement of an earthquake will change as distance from the epicenter of an earthquake
changes.
A. Magnitude C. Scale
B. Size D. Intensity
10. A _______ is a large wave caused by an underwater earthquake.

A. sea-floor spread C. Volcano
B. vent D. Tsunami
Prepared by

Faculty
Noted by

Principal
Week 9
1. the different types of plate motions, rates of motion and the driving mechanisms and forces of each
1. describe the plate motions, rates motion and driving mechanism of its.
I. Objectives:
1. Describe and compare different types of plate motions, rates of motion and the driving mechanisms
and forces involved with each.
2. Know the role of technology in Plate Tectonics.
IV Procedure:
Plate Tectonics
9.1 Continental Drift
According to Wegener’s hypothesis of continental drift, the continents had once been joined
to form a single supercontinent.
• He called this supercontinent Pangaea, meaning all land.
• Wegener believed that about 200 million years ago Pangaea began breaking into smaller continents.
Fossil evidence for continental drift includes several fossil organisms found on different
landmasses.
• The distribution of Mesosaurus fossils supported the argument that South America and Africa had
once been joined.
Matching types of rock in several mountain belts that today are separated by oceans provide
evidence for continental drift.
Wegener found glacial deposits showing that between 220 million and 300 million years ago,
ice sheets covered large areas of the Southern
Hemisphere. Deposits of glacial till occurred at latitudes that today have temperate or even
tropical climates: southern Africa, South America, India, and Australia.
The main objection to Wegener’s hypothesis was that he could not describe a mechanism
capable of moving the continents.
• The theory of plate tectonics proved that Wegener was correct.
9.2 Sea-Floor Spreading
Earth’s mid-ocean ridge system forms the longest features on Earth’s surface. The system
winds more than 7,000 kilometers through all the major ocean basins like the seam on a
baseball.
• Sonar, which stands for sound navigation and ranging, is a system that uses sound waves to
calculate the distance to an object.
• As scientists mapped the ocean floor using sonar, they found long, curved valleys along the edges
of some ocean basins called deep ocean trenches.
• The mid-ocean ridge is a long chain of mountains extending the length of the ocean.
• A rift valley is a deep, central valley that runs down the center of a ridge.
In the process of sea-floor spreading, new ocean floor forms along Earth’s mid-ocean ridges,
moves slowly outward across ocean basins, and finally sinks back into the mantle beneath
deep-ocean trenches.
• In the process of subduction, ocean floor returns to the mantle as it sinks beneath a deep-ocean
trench.
Evidence for sea-floor spreading included magnetic stripes in ocean floor rock, earthquake
patterns, and measurements of the ages of ocean floor rocks.
• Earth’s magnetic field occasionally reverses polarity. As certain rocks form, they acquire the polarity
that Earth’s magnetic field has at the time.
• Paleomagnetism is the study of changes in Earth’s magnetic field, as shown by patterns of

magnetism in rocks that have formed over time.
9.3 Theory of Plate Tectonics In the theory of plate tectonics, Earth’s lithospheric plates move
slowly relative to each other, driven by convection currents in the mantle.
• The lithosphere is broken into several huge pieces, called plates.
• Deep faults separate the different plates.
• There are three types of plate boundaries. Each plate contains a combination of each of the three
types.
• Divergent boundaries are found where two of Earth’s plates move apart.
• Convergent boundaries form where two plates move together.
• Transform fault boundaries occur where two plates grind past each other.
Most divergent boundaries are spreading centers located along the crests of mid-ocean
ridges. Some spreading centers, however, occur on the continents.
At convergent boundaries, plates collide and interact, producing features including trenches,
volcanoes, and mountain ranges.
• A continental volcanic arc is a range of volcanic mountains produced in part by the subduction of
oceanic lithosphere.
• When two oceanic slabs converge, the resulting volcanic activity can build a chain of islands called a
volcanic island arc.
• When two pieces of continental lithosphere collide, the two continents eventually merge, creating
complex mountains.
At a transform fault boundary, plates grind past each other without destroying the lithosphere.
9.4 Mechanisms of Plate Motions
Convection currents in the mantle provide the basic driving forces for
plate motions.
• A convection current is the continuous flow that occurs in a fluid because of differences in density.
• The hot, but solid rock of the mantle behaves in a plastic way—that is, it can flow slowly over
geologic times.
• The heat sources for mantle convection include energy released by radioactive isotopes in the
mantle and heat from the core itself.
• In the process called whole mantle convection, rock rises from the lower mantle toward the top of
the mantle, then sinks back down. This process takes millions of years.
The sinking of cold ocean lithosphere directly drives the motions of mantle convection
through slab-pull and ridge-push. Some scientists think mantle plumes are involved in the
upward flow of rock in the mantle.
• In slab-pull, the force of gravity pulls old ocean lithosphere, which is relatively cold and dense, down
into the deep mantle.
• In ridge push, the stiff ocean lithosphere slides down the asthenosphere that is elevated near mid-
ocean ridges.
• A mantle plume is a rising column of hot, solid mantle rock at a hot spot.
V. Evaluation
Earth Science: Plate Tectonics
Name: ___________________________________ Day/Time: ______________
1. Tectonic plates interact at places called plate

A. reversals C. regions
B. boundaries D. centers
2. This theory states that Earth's crust and rigid upper mantle are broken into enormous slabs which
move in different directions.
A. tectonic plate theory C. the theory of Pangaea
B. seafloor spreading theory D. the floating earth theory
3. The process in which an oceanic plate slides beneath a continental plate or another oceanic plate
is known as
A. subduction C. tectonism
B. exfoliation D. degradation
4. Mid ocean rifts form at

A. convergent boundaries B. divergent boundaries
5. Where do most volcanoes occur?

A. divergent boundary C. convergent boundary
B. transform boundary
6. What kind of plate boundary occurs where two plates grind past each other without producing
lithosphere?
A. Convergent boundary C. Transform fault boundary
B. Divergent boundary D. Seafloor spreading boundary
7. A boundary where two plates move apart is a:

A. ridge boundary C. divergent boundary
B. convergent boundary D. transform boundary
8. Plates that move together are called

A. convergent boundaries C. transform boundaries
B. divergent boundaries D. spreading plate boundaries
9. At what tectonic plate boundary do plates slide horizontally past each other?
A. divergent boundary C. continental-continental boundary
B. transform boundary D. oceanic-oceanic boundary
10. What is the largest tectonic plate?

A. Scotia plate C. Eurasian plate
B. Pacific plate D. Antarctic plate
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Earth Science

Learning Area: Earth and Life Science (Core Subject)

Content Standard; The learners demonstrate an understanding of:

1. the formation of the universe and the solar system

3. the Earth’s internal structure

Performance standard: The learners shall be able to:

Learning Competency: The learners:

1. State the different hypotheses explaining the origin of the universe.

5. Explain the current advancements/information on the solar system

6. Show the contributions of personalities/people on the understanding of the earth systems

7. Identify the layers of the Earth (crust, mantle, core).

Teaching Resources Needed: Activity sheet, ppt, computer/laptop and Projector

FIRST QUARTER TOPICS

1. Origin and Structure of the Earth

At the end of the lesson, the learners are expected to:

1. State the different hypotheses explaining the origin of the universe.

Touring the Universe (An Introduction to the formation of the universe)

III. Learning Resources:

A. Before the lesson

1. A quick REVIEW (Guessing Game)

During the Lesson

What Is Earth Science?

1.2 A View of Earth

• The hydrosphere is the water portion of Earth.

• The atmosphere is an envelope of gases that surrounds Earth.

• The crust is the thin, rocky, outer layer of Earth.

• Destructive forces wear away Earth’s surface.

• Constructive forces build up the Earth’s surface.

• Tectonic plates move constantly over the Earth’s mantle.

1.3 Representing Earth’s Surface

Topographic maps show elevation using contour lines.

• A topographic map represents Earth’s three-dimensional surface in two dimensions.

• A contour line indicates the elevation of the land.

• A scale helps to determine distances on a map.

• Satellites and computers provide more accurate maps.

1.4 Earth System Science

• In a closed system, matter does not enter or leave the system.

• Most natural systems are open systems.

• The Earth system is powered by energy from two sources.

Earth’s interior is the second source of energy for Earth systems.

• Environment refers to things that surround and influence an organism.

• Environmental science focuses on the relationships between people and Earth.

Renewable resources can be replenished over relatively short time spans.

• Population growth equals an increase in demand for resources.

• Understanding Earth’s environment and the impact of humans on limited resources is

1.5 What Is Scientific Inquiry?

• A hypothesis becomes a scientific theory if it survives tests and analyses.

• Scientific investigations often have four steps—collecting facts; developing a hypothesis;

VI. Generalization (Sums up)

1. What the group of sciences that deals with Earth?

Earth and Life Science : Introduction of Earth Science

Write the best answer before the number. NO ERASURE

1. The branch of science that deals with living things is

2. Which includes the study of rocks, fossils, and climate?

3. This Earth Science studies the materials that make up Earth.

4. Earth science is the study of Earth and its surrounding universe.

5. The four major areas of Earth Science are

6. Which area of Earth Science includes the study of stars?

8. The process of obtaining information by using your senses is called

Name: _____________________ Time:

Course: Professor: __