5

EARTH & LIFE SCIENCE

Activity Sheets

Name: Art Dyron A. Demayo

Section: ABM
Date:

General Direction: Use this activity sheet to answer the activities in your module.

QUARTER 1 MODULE 1: Origin and Structure of the Earth-Earth System

WHAT I KNOW
1) C
2) B
3) C
4) A
5) D
6) B
7) A
8) D
9) C
10) A
11) A
12) D
13) B
14) C
15) B

ACTIVITY 1.1
Concept Map
In this theory the whole
solar system starts a large
cloud of gas that contracts
under self-gravity
it is a theory combined the Nebular
idea of a flattening solar Hypothesis
nebula with that of a
condensing interstellar
dust as the nebula cooled

Solar Nebula SOLAR Encounter

Hypothesis SYSTEM Hypothesis

This hypothesis is
anchored to the concept
that the Sun had come
across with a rogue star
Protoplanet
This hypothesis suggest Hypothesis
that a cloud of gas and
dust, 10 million km in
diameter rotated slowly

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WHAT’S MORE/ Activity 1.2

1) Name the bodies involved in Encounter Hypothesis.
a) Sun
b) Rouge star
2) Who are the scientists behind Nebular Hypothesis?
a) Immanuel Kant
b) Pierre - Simon
3) Enumerate the four terrestrial planets.
a) Mercury
b) Venus
c) Earth
d) Mars
4) Differentiate Nebular Hypothesis and Solar Nebula Theory
 The difference between nebular Hypothesis and Solar nebula Theory is that
according to nebular hypothesis, the solar system is formed from a slowly
rotating cloud of gas or nebula that collapsed and flattened, while Solar Nebula
theory, on the other hand, it is a theory combined the idea of a flattening solar
nebula with that of a condensing interstellar dust as the nebula cooled, which
served as a nuclei where matter is accumulated

WHAT HAVE I LEARNED?

1) Name the theories/hypothesis that explain the origin of the solar system.
a) Encounter hypothesis
b) Proto planet hypothesis
c) Nebular hypothesis
d) Solar Nebula theory
2) Describe each theory you answered in item # 1.
 Encounter hypothesis – in this hypothesis has the advantage of explaining why
the planets all revolve in the same direction and also provides explanation for
why the inner worlds are denser than the outer worlds.
 Nebular hypothesis - in this theory the whole solar system starts as a large
cloud of gas that contracts under self-gravity.
 Proto planet hypothesis – in this hypothesis in incorporates many of the
components of the nebular hypothesis, but adds some new aspects from
modern knowledge as fluids and states of matter.
 Solar Nebula theory – in this hypothesis it hypothesis describes the formation of
our solar system from a nebula cloud made from a collection of dust and gas.

3) Why do you think it is called solar system?

 The Latin for sun is 'Sol', thus the word 'Solar' means of, pertaining to, relating
or proceeding from the sun. Solar means related to the Sun , in other term solar
system is made in such complex system but each planet did not crash each
other, in short solar system works in a system.

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ACTIVITY 2.1
1) TRUE
2) FALSE – Earth is a terrestrial planet, it is small and rocky, Earth is located at
“goldilocks zone” it refers to habitable zone means it can support life.
3) TRUE
4) TRUE
5) FALSE – volcanoes’ ashes is not safe for human to inhale that may lead to some
diseases.
6) TRUE
7) TRUE
8) FALSE - Earth is located at Goldilocks zone which is the amount of heat and
solar energy it received is enough, not too hot nor too cold.
9) TRUE
10) FALSE – Mercury and Venus have the most extreme temperature planets in our
solar system which is very impossible to support life

WHAT’S MORE/Activity 2.2

1) Name three characteristics of the Earth making it the only livable planet in the
solar system.
a) Earth’s distance from the sun
b) Abundant oxygen and water
c) Right Atmosphere
2) What made Mercury and Venus unfit to nurture life?
Mercury – have extreme temperature due to thin atmosphere and slow rotation
Venus – also have extreme temperature due to thick atmosphere because of
numerous active volcanoes.
3) Enumerate the four gas planets.
a) Jupiter
b) Saturn
c) Uranus
d) Neptune
4) What is so called ‘goldilocks zone’?
 a zone around a star/sun having right temperatures and other conditions
that can support life on planets
5) What is the role of the Sun in making a planet suitable for life?
 Sun’s heat is responsible to regulate the Earth’s climate, and also it is the
main source of energy of producers in ecosystems, Sun’s light is the main
source of Earth’s light.
WHAT HAVE I LEARNED?
1) Why do you think life do not exist in planets such as Saturn, Uranus and Neptune?
 These planets have a lowest temperature because the distance of the sun is
too far, the amount of the energy its received is very little that made these
planets have a cold surfaces.

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2) How the amount of heat received by the Earth from the Sun able it to support life?
 The atmosphere and the surface of the Earth together absorb 71 percent of
incoming solar radiation. In addition, absorbed sunlight is balanced by heat
radiated from Earth's surface and atmosphere making it suitable for existing
lives.
3) Is the location of the Earth from the Sun can be a reason that it can nurture life?
Why?
 Yes, Earth distance from the sun is in the right position, meaning the
amount of heat Earth absorb from the sun is enough to support existence of
life.
4) List at least three characteristics of the Earth and discuss each of their importance
in the existence of life.
a) Earth’s distance to the sun - Earth is at the right distance from the sun
which can support life, If Earth was closer, it would have been too hot, If it was too
far, temperatures may have been very low, so, the distance from the sun is
important
b) Right Atmosphere – the presence of the atmosphere makes the earth suitable
for life, if ever earth doesn’t have atmosphere it would not have maintained and
gases necessary for our survival and sustenance.
c) Oxygen and water – presence of water and oxygen is another key factor.
Water allows many reactions and also works as a universal solvent, Oxygen is one of
the main elements that make up air, and it is necessary for the survival of all plants
and animals.

WHAT I CAN DO
Skip this task.

ASSESSMENT/Post Test
1) C
2) A
3) A
4) A
5) C
6) C
7) D
8) C
9) A
10) D
11) C
12) D
13) B
14) A
15) B

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QUARTER 1 – MODULE 2: Earth and Earth System

PRETEST
1) A
2) D
3) A
4) C
5) D
6) C
7) B
8) D
9) A
10) C
11) D
12) C
13) C
14) A
15) D
16) B
17) C
18) B
19) A
20) D

WHAT IS IT: Think Globally, Act Locally

Observation System
1) Water flowing to the river Hydrosphere
2) Growing plants Biosphere
3) Oxygen we inhale Atmosphere
4) Vacant land with high piles of rocks Lithosphere
and materials for creating building.
5) Raining Connection between hydrosphere and
atmosphere

WHAT’S MORE
Name something from each spheres of the Earth system (lithosphere, hydrosphere,
biosphere, atmosphere) that you interact with every day.

Lithosphere = using lands in which buildings are built

Hydrosphere = water we drink every day, water that we used daily in cleaning
Biosphere = growing plants
Atmosphere = oxygen we inhale everyday

EXPLAIN
How do those things impact your life?
 Every system have a positive impact in human lives, for example we need
oxygen to breathe, so the atmosphere is responsible for that action, water we

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drink, plants that can produce foods like fruits and vegetable, the soil that
used to plant. These systems gave as a huge help to survive, stable
environment is the key factor for survival.

After seeing many examples, what conclusions about Earth’s systems can you
make?
 As we know earth’s system contribute large of positive impacts in human
life, making it balance for us to survive, through-out many years earth’s
system is changing, the outcome of this changes maybe good or maybe
something worst.
When human population in your study site increases, how would this affects the rest
of the system?
 Human population has been constantly escalating rapidly, this action have a
negative impact in earth’s system, for example, Humans can burn fossil
fuels and release pollution into the atmosphere, pile up garbage in landfills
affecting the lithosphere, and many more. If this action continues, the
Earth’s system will dramatically changing and it will result a negative
impact in human lives.

WHAT I CAN DO
Evaluate
Match these words inside the box that correspond to the system below.
water, earth materials, air, living things

Hydrosphere = Water
Biosphere = Living things
Atmosphere = Air
Lithosphere = Earth materials

ASSESSMENT
1) A
2) D
3) C
4) B
5) B
6) D
7) C
8) A
9) A
10) D
11) B
12) D
13) D
14) A
15) A
16) B
17) A

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18) C
19) A
20) C

PERFORMANCE TASK
Create a poster/illustration that represents your environment showing the
interactions among the four spheres.

Actual Poster:
1/8 Illustration Board

QUARTER 1 – MODULE 3: Minerals and Rocks

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WHAT I KNOW/Pre-Assessment
1) A
2) A
3) D
4) B
5) D
6) C
7) D
8) A
9) C
10) B
11) A

WHAT’S NEW
a) Observe the crystals that had form. Draw how it looks like and write a brief
description of it.
- The crystal is shiny.
b) How would you know that the crystals are already forming? How do crystals form?
- Crystals often form in nature when liquids cool and start to harden. Certain
molecules in the liquid gather together as they attempt to become stable.
c) Why do more crystals dissolve when the water is heated?
- When the temperature of the solution is increased, hot water can dissolve more solid
substance than cold water. This is because heated water molecules move farther
apart, making room for more solid substance to dissolve. Crystals begin to form and
build on one another as the water lets go of the excess solute.
d) Do you think that the identifying properties of the crystal or water change when
they are mixed?
- Yes, because crystal will be dissolved and become part of the water.

WHAT’S MORE
In what ways do you think the minerals are helpful to your life?
 Minerals are very useful in our daily lives, for example in laundry,
sodium silicates minerals can be used to make detergents, other
minerals can also be one of the main sources of raw material, example
for making glasses, bricks, pencils and many others . So we can say that
these minerals have contributed greatly to our lives.

WHAT HAVE I LEARNED?

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I.
1) √
2)
3)
4) √
5)
6)
7) √
8)
II. What other minerals are known to have important uses like silicates?
 As we know silicates have many uses, this mineral has unique properties and
abilities, for example silicates can conduct electricity and it can be used to make
batteries, silicates can be used in making glass and many more. But there’s one
mineral that can outdo silicates in terms of uses. This mineral call graphite,
graphite is mineral found in metamorphic and igneous rocks, graphite is also said
to be one of the naturally-occurring form of crystalline carbon, this so-called
mineral is a soft black carbon used in making lead pencils and also as a lubricant.
Graphite minerals is a raw material in making batteries also, this mineral can
produce lot of products that can give us great impact to our lives.

WHAT I CAN DO
1) Color
2) Hardness
3) Luster
4) Cleavage
5) Density
6) Crystal habit
7) Solubility
8) Specific Gravity
9) Melting Point
10) Fracture

ASSESSMENT
1) A
2) A
3) D
4) B
5) D
6) B
7) D
8) A
9) C
10) B
11) A

ADDITIONAL ACTIVITIES

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Choose one task to do:

 Poem

Mineral and Rock

Many of them are in the universe

In lots of places they can be found
New and different styles of jewelry are made each day
Explorers find many caves
Rare minerals are magnificently insightful
An amazingly helpful product
Lovely gems can be move out of minerals
Rocks are natural substance
Of different minerals
Composed of solid crystals
Kept in a solid lump
Sedimentary, igneous and metamorphic are my types

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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QUARTER 1 – MODULE 4: Rocks: Its Three Main Categories

WHAT I NEED TO KNOW
1) B
2) D
3) A
4) D
5) C
6) A
7) C
8) B
9) A
10) B

ACTIVITY 1. Reaping Rocks

Rock Chart
Rock Sketch
Shape Circular Circular
Size Small Small
Observation Colors Brownish Beige with dark
spots
Texture Rough Rough
Collection Site Near a river Backyard
Classification Sedimentary Sedimentary
Interpretation Origin Sediments Sediments
compacted together compacted together

WHAT I HAVE LEARNED

Rocks are mainly present in the oceanic crust and the continental crust that c
an be directly reached by humans.Three main types of rocks are available: sedi
mentary, igneous, and metamorphic.Each of these rocks are formed by physical
changes—such as melting, cooling, eroding, compacting, or deforming—that are
part of the rock cycle.
From pieces of other existing rock or organic material, sedimentary rocks are f
ormed. Metamorphic rocks are rocks that have been transformed by immense 
heat or pressure from their original shape. When molten hot matter cools and 
solidifies, igneous rocks are formed.

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WHAT I CAN DO
1) Igneous
2) Sedimentary
3) Metamorphic
4) Sedimentary
5) Sedimentary
6) Igneous
7) Sedimentary
8) Metamorphic
9) Sedimentary
10) Igneous

ASSESSMENT
1) B
2) D
3) A
4) D
5) C
6) A
7) C
8) B
9) A
10) B

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QUARTER 1 – MODULE 5: Rocks: Magma Formation

WHAT I KNOW

1. B
2. F
3. J
4. D
5. A
6. G
7. H
8. I
9. C
10. K

WHAT’S NEW
ACTIVITY 2: MAGMA VISCOUS

1. What is the representation of flour in this experiment?

 This experiment shows the varying viscosity of magma upon cooling.

2. Why does the flour become polymerized after cooling the mixture?
 Polymerization occurs due to sudden change of temperature as well as the
increase in amount of flour in the mixture.

3. How do this experiment related to magma formation?

 This experiment is related to magma formation. Magmas have variable
contents of silica (flour) and therefore have widely varying viscosities
(“thicknesses”) during cooling. This formation usually happens when the hot
molten magma from the mantle is slowly moving upward to crust which has
a lower temperature.

WHAT I HAVE LEARNED

A.

First, I know that magma is composed of mixture of molten or semi molten rock
that is found beneath the surface of the Earth.
Second, there are four types of magma, these are primary magma, primitive
magma, parental magma, and derivative magma.
Third, the overall composition of magma is changed as crystallization happens.
Fourth, Silicate is mostly composed of silicon, oxygen, aluminum, alkalis (sodium,
potassium, calcium), magnesium and iron.
Finally, there are two processes which the magma ceases to exist, these are
through volcanic eruption or crystallization.

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WHAT I CAN DO

1. A
2. C
3. C
4. B
5. C
6. D
7. A
8. D
9. A
10. B

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QUARTER 1 – MODULE 6: Earth Materials and Resources- Energy Resources

LESSON 1
WHAT I KNOW

1.B
2.B
3.B
4.C
5.C
6.B
7.A
8.B
9.B
10.A
11.D
12.C
13.C
14.A
15.D
16.C
17.A
18.B
19.D
20.C

WHAT’S MORE

1. Arrange these words below in proper sequence based on geothermal energy

diagram.
(cooling water, hot water, generator, turbine, injection well, steam)
Rewrite: hot water, steam, turbine, generator, cooling water, injection well

2. Enumerate the types of Geothermal power plant

a. low power geothermal
b. medium power geothermal
c. high power geothermal

3. Differentiate geothermal power plant from geothermal heat pump.

- The difference between Geothermal power plants and Geothermal heat pump is that
geothermal power plant generates electricity by forcing hot steam or hot steam from
the earth's interior through a turbine. This electricity can be used to power, heat,
and cool homes, among other uses. While, geothermal heat pumps circulate fluid
through underground pipes, where they absorb heat.

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. List down at least 5 geothermal power plants in the Philippines.

a. Nasulo Geothermal Power Plant
b. Tiwi Geothermal Power Plant
c. Maibarara Geothermal Power Plant
d. Makiling-Banahaw (Mak-Ban) Geothermal Power Plant
e. Montelago Power Plant

WHAT I CAN DO
Make a brochure highlighting the different geothermal power plants in the
Philippines.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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LESSON 2
Activity 2.2. It’s time to be Refresh with Hydropower.

1) Name 3 types of hydropower plant.

a) Run-of-river plants
b) Off-stream plants
c) Pumped storage power plants

2) Enumerate the 3 main components of hydroelectric power plant.

a) dam
b) penstock
c) powerhouse

3) Describe Maria Cristina Falls.

- The waterfall is located about 9.3 km Southwest of Illigan City and is ringed by
Ditucalan, Buru-an and Barangay Maria Cristina. It’s fed by the River Agus and the
water falls 98 meters before supplying the Agus VI hydroelectric plant. Besides
supplying power in Illigan City, it helps in the production of 70 % of Mindanao’s
electricity.

4) Give at least two (2) advantages of hydropower plant.

It is extremely efficient, and operation and maintenance costs are low.

WHAT I CAN DO
Make a brochure highlighting the different hydroelectric power plants in the
Philippines.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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ASSESSMENT

1.A
2.D
3.C
4.C
5.A
6.D
7.C
8.A
9.B
10.D
11.B
12.B
13.B
14.C
15.C
16.B
17.A
18.B
19.B
20.A

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QUARTER 1 – MODULE 7: History of the Earth: Relative vs. Absolute Dating

WHAT I KNOW
1. D
2. D
3. C
4. D
5. D
6. D
7. D
8. A
9. A
10. C
WHAT’S NEW
Activity 1: Dating a rock!
Set Up A.
What material is at the bottom? What material is on
topmost layer?
- The material at the bottom is the sand and the material at the topmost is the stone.

Imagine the bottle as an ocean basin, and the materials

became the rocks after millions of years. Which do you
think is the oldest? youngest? Why?
- The oldest is the sand and the youngest is the rock that is on top. There are two
methods of telling how old rock is. When one sample is compared by simply describing
as older or younger than the other, it is called as relative dating. The bottom part is
older than the one above it, it is called as Law of Superposition.

Set Up B
How old is the oldest layer? youngest layer?
- The oldest layer is 30 years old while the youngest layer is 10 years old.

Compare the two set ups. Which set up describes the age
relative to its position? Which tells the exact or absolute
age?
- The Setup B tells the exact or absolute age.

What do shells represent in set up B?

- Pebbles represent shells.

1.

EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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WHAT I CAN DO
Activity 1: Back in Time!
LOCATION: ISULAN, SULTAN KUDARAT
1. FORMS OF LIFE

RELATIVE: Iguanas and different fishes on our river such as hito and tilapia.
ABSOLUTE:
1997: Clean water
2000: Different species dominated the area.
2011: Decrease of fish and animal species in river because of the garbage.
2020: Total decrease of land and marine life near the river.
2. TOPOGRAPHY

RELATIVE: Mountains and unoccupied space of plains.

ABSOLUTE:
1988- Peaceful mountain and unoccupied space of plains.
1997- People start to build resort near the mountain.
2011- Almost all of the plains are occupied.
2020- Unpeaceful Mountain but helpful occupied space of plains because of grains.
3. BODIES OF WATER

RELATIVE: River
ABSOLUTE:
1988-2002- Clean and clear river
2006- Little garbage have been spotted
2014- Many garbage such as diapers and plastics found in the river.
2020- Uncontrolled throwing of garbage causing Marine and Land life decrease.
4. BARANGAYS AND/OR NATIONAL ROAD

RELATIVE: Almost all road or district in our barangay has not been done cemented.
ABSOLUTE:
1999- Non-cemented road on all district on our barangay
2016- Government started to notice it.
2019-2020- Almost all of the road on all district on our barangay has been done
cemented.
5. HUMAN INHABITANTS

RELATIVE: Unoccupied space of land on our district.

ABSOLUTE:
1999- Unoccupied spaces around the district has been spotted.
2007- People start to build house on the unoccupied spaces of lane in our district.
2018- All spaces of land had been occupied causing rapid increase on human
inhabitant.

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6. FOUNDATION OF THE AREA

RELATIVE: Court, covered court and Road cementing has not been done.
ABSOLUTE:
1956- No road has been cemented yet.
1989- Almost all of the road has been cemented and created gyms has been done.
2001- Created gyms brought smile to people as also the cemented road for smooth
ride.
2014- Gyms and cemented roads are found on all areas.
GUIDE QUESTIONS
1. What caused the changes in;
a. Forms of life- Garbage
b. Topography- Building, resorts, and grains
c. Bodies of water- Garbage
d. Roads- Non-cemented roads
e. Human inhabitants- Increase on human inhabitant
f. Foundation- Covered courts and cemented roads
2. How do you see your local area twenty years from now? Support your answer
based on the changes it underwent.
- Human population will increase, and that will cause pollution in all forms, as well as
traffic.
3. Which information was more difficult to get, relative or absolute dating?
Why?
- The absolute dating since it already happened years ago and it is really hard to
remember.
4. How does a record of events help in gathering information?
- It helps in a way that it gives accurate information.
ASSESSMENT
1. C
2. C
3. A
4. A
5. D
6. A
7. B
8. B
9. B
10. D
11. D
12. A
13. C
14. D
15. B

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QUARTER 1 – MODULE 8: Mitigation of the Impacts of Land Development,

Waste Disposal and Construction on Coast
WHAT I KNOW
1. C
2. B
3. B
4. B
5. D
WHAT’S NEW
ACTIVITY 1

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WHAT’S MORE

Environmental Risks
1. Harm towards marine life
2. Pollution
3. Affects the human life

Ways to Mitigate
1. Do not waste solid waste, such as plastic bottles and other products that can c
ause water pollution.
2. We need to avoid dumping waste into water bodies because it can arm the lives 
of fish and other marine animals
3. To avoid contamination that can hurt and impact our health, we need to adopt 
the proper disposal of waste.

Why do we need to practice proper waste disposal

 Proper waste removal aims to improve the quality of air and water and to re
duce emissions of greenhouse gases. Proper treatment of waste protects the 
environment, enhances environmental health, guarantees physical protectio
n and encourages health and sanitation.

ASSESSMENT

1. True
2. False, reduce
3. False, lousy
4. True
5. False, beneficial

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EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO

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EARTH SCIENCE SLM ACTIVITY SHEET | BY: MARYLOU J. MALUYO