LEARNING MODULE

SENIOR HIGH
SCHOOL

EARTH and LIFE

SCIENCE

DIONIELEE APRIL D. SANORIA

Instructor I/Cashier Staff
MSU – LNAC _ SHS DEPARTMENT_ EARTH AND LIFE
SENIOR HIGH SCHOOL
SCIENCE i
 SENIOR HIGH SCHOOL

Quarter 1 - Module 1

Lesson 1: INTRODUCTION TO EARTH SCIENCE

Lesson 2: ORIGIN AND STRUCTURE OF THE EARTH

(PLANET EARTH)

MSU – LNAC _ SHS DEPARTMENT_ EARTH AND LIFE

SCIENCE ii
 Lesson
INTRODUCTION TO EARTH SCIENCE
1

What I Need to Know

Welcome to the Earth and Life Science Module! This module describes the subject Earth and Life
Science and its importance to your daily living. It enumerates the branches of Earth Science, the
characteristics of Earth that are necessary to support life, particularly the essential components of this
planet that drives all living things (biotic components) such as plants, animals and microorganisms to
exist.

This module will aid you in understanding the key concepts on topics that will help you answer the
questions related to our very own planet Earth.

This module has two (2) lessons:

 Lesson 1: What is Earth Science and the Branches of Earth Science?

 Lesson 2: The Origin and Structure of the Planet Earth

What’s In

 WHAT IS EARTH SCIENCE?

Earth Science is the study of the Earth and its neighbors in space. It is the branch of science
dealing with the physical constitution of the earth and its atmosphere.

 What is the Importance of Earth Science?

Today we live in a time when the Earth and its inhabitants face many challenges. Our
climate is changing, and that change is being caused by human activity. Earth scientists
recognized this problem and will play a key role in efforts to resolve it.
We are also challenged to: develop new sources of energy that will have minimal impact
on climate;
Locate new sources of metals and other mineral resources as known sources are
depleted; and
Determine how Earth's increasing population can live and avoid serious threats such as
volcanic activity, earthquakes, landslides, floods and more.

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 What’s New

The Universe is at least 13.8 billion of years old and the Earth / Solar System at least 4.6 - 4.8 billion
years old. But how large exactly is a billion?
 How long it will take them to spend 1 billion pesos if they spend 1 peso per second.
 1 billion/(60 s/min*60 min/hr*24 hr/day*365days/year)
 ~32 years
 How long is 13.8 billion years?

What is It

 What are the 4 main branches of Earth Science?

GEOLOGY : Science of the Earth

The word means "study of the Earth." Geology deals with the composition of Earth
materials, Earth structures, and Earth processes. It is also concerned with the organisms
of the planet and how the planet has changed over time. Geologists search for fuels and
minerals, study natural hazards, and work to protect Earth's environment.

METEOROLOGY : Science of the Atmosphere

Meteorology is the study of the atmosphere and how processes in the atmosphere
determine Earth's weather and climate. Meteorology is a very practical science because
everyone is concerned about the weather. How climate changes over time in response to
the actions of people is a topic of urgent worldwide concern. The study of meteorology is
of critical importance in protecting Earth's environment.

OCEANOGRAPHY : Science of the Oceans

Oceanography is the study of Earth's oceans - their composition, movement, organisms
and processes. The oceans cover most of our planet and are important resources for
food and other commodities. They are increasingly being used as an energy source. The
oceans also have a major influence on the weather, and changes in the oceans can drive
or moderate climate change. Oceanographers work to develop the ocean as a resource
and protect it from human impact. The goal is to utilize the oceans while minimizing the
effects of our actions.

ASTRONOMY : Science of the Universe

Astronomy is the study of the universe. Here are some examples of why studying space
beyond Earth is important: the moon drives the ocean's tidal system, asteroid impacts
have repeatedly devastated Earth's inhabitants, and energy from the sun drives our
weather and climates. A knowledge of astronomy is essential to understanding the Earth.
Astronomers can also use a knowledge of Earth materials, processes and history to
understand other planets - even those outside of our own solar system.

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 Lesson ORIGIN AND STRUCTURE OF
2 THE
EARTH (PLANET EARTH)
Earth is the only planet in the solar system known to harbour life. Our planet’s has molten nickel-iron core
give rise to an extensive magnetic field, which, along with the atmosphere, shields us from harmful
radiation coming from the Sun. In this module, you will understand why this planet is called the “living
planet.”

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the nature of Earth
and Life Science. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. In this lesson you will learn about our
planet “Earth” and what makes it habitable. As you go through with this module I hope you will learn a lot
and enjoy your journey to the unknown!
After going through this module, you are expected to:
1. identify the characteristics of the Earth that supports life; and
2. expound how the characteristics of the Earth sustain the needs of living organism.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Why is Earth called “the living planet?”

A. It sustains life C. It has water at the surface
B. It has atmosphere D. All of the above
2. Which among the set of planets are called terrestrial?
A. Jupiter, Neptune, Uranus
B. Mercury, Venus, Mars, Earth
C. Earth, Venus, Mars, Jupiter
D. Jupiter, Saturn, Uranus, Neptune
3. What makes planet Earth uniquely different from other planets?
A. It has soil. C. It has people.
B. It has tress. D. It has liquid water.
4. What makes planet Earth habitable?
A. It has comfortable distance from the sun.
B. It has atmosphere that protects from radiation.
C. The atmosphere holds carbon dioxide and other gases.
D. All of the above
5. Why is Earth called a terrestrial planet?
A. It has life C. It is farther from the sun
B. It is closest to the sun D. It is placed at almost the middle planets
6. Which of the following best describes the surface of the planet Earth?
A. a thick layer of hydrogen gas
B. cloudy and hot with lots of volcano
C. cold, rocky, and covered with red dust
D. mostly water surface with some areas of land
7. What makes Earth different from other planets in the solar system?
A. It supports life.
B. It is mostly covered in water.
C. Its atmosphere is mostly nitrogen and oxygen.
D. All of the above
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 8. Earth is the only planet that can support .
A. life C. a rocky core

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 B. a moon D. an atmosphere
9. How many percent of water comprises the Earth?
A. 15% C. 50%
B. 30% D. 70%
10. What are the factors that make Earth habitable?
A. temperature and nutrient C. only A
B. atmosphere and energy D. both A and B
11. What nutrients does the Earth have to maintain an organism’s body to survive?
A. Earth has a water cycle and atmosphere
B. Earth has volcanic activities to circulate nutrients.
C. Earth has sub-surface water or molten rock that can circulate and replenish nutrients for
organisms.
D. All of the above
12. What makes Earth similar to Venus?
A. Earth and Venus are the right sizes to hold a sufficient atmosphere.
B. Venus’ atmosphere is 100 times thicker than Earth.
C. Among all the solid planets and moons, only Earth, Venus, and Titan have significant
atmospheres.
D. Both A and C
13. Why are humans and other living organisms capable to live on earth?
A. Earth has no protective equipment like ozone.
B. Earth has layer water only for favorable climate.
C. Earth has man-made natural cycles
D. Earth’s temperature is neither the hottest nor the coldest among other planets.
14. What makes Earth different from any other planets in the Solar System?
A. It is the only rocky planet.
B. It is the only planet that turns around in space.
C. It is the only planet that has a large amount of liquid water.
D. It is the only planet that changes its structure
15. What does Earth offer to human for survival?
A. Earth has abundant plant life.
B. Earth has sufficient nutrients from ocean to land.
C. Only A
D. Both A and B.

What’s In

Just a part of the vast universe is the solar system. From the previous concepts learned, identify the
planets in the solar system in the given illustration.

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 What’s New

EARTH: A HABITABLE PLANET

Read the document carefully and answer the questions that follow. Write your answers in a
separate sheet of paper.

Table 1. Factors that make a planet habitable

Factors that make a Not Enough of the Situation in the Solar

Just Right Too Much of the Factor
Planet Habitable Factor System

Temperature influences Low temperatures cause Life seems to be limited to At about 125oC, protein Surface: only the Earth’s
how quickly atoms and chemicals to react slowly, a temperature range of - and carbohydrate surface is in this
molecules move. which interferes with the 15oC to 115oC. In this molecules, and the temperature range. Sub-
reactions necessary for range, liquid water can still genetic material (e.g., surface: the interior of the
life. It can also cause the exist under certain DNA and RNA) start to solid planets and moons
freezing of water, making conditions. break apart. Also, high may be in this
liquid water unavailable. temperatures cause the temperature range.
quick evaporation of
water.

Atmosphere Small planets and moons Earth and Venus are the Venus’s atmosphere is Of the solid planets and
have insufficient gravity to right size to hold a 100 times thicker than moons, only Earth, Venus,
hold an atmosphere. The sufficient atmosphere. Earth’s. It is made almost and Titan have significant
gas molecules escape to Earth’s atmosphere is entirely of greenhouse atmospheres. Mars’
space, leaving the planet about 100 miles thick. It gasses, making the atmosphere is about
or moon without an keeps the surface warm surface too hot for life. 1/100th that of Earth’s, too
insulating blanket or a and protects it from The four giant planets are small for significant
protective shield. radiation and small- to completely made of gas. insulation or shielding.
medium-sized meteorites.

Energy When there is too little With a steady input of Light energy is a problem Surface: The inner planets
sunlight or too few of the either light or chemical if it makes a planet too hot get too much sunlight for
chemicals that provide energy, cells can run the or if there are too many life. The outer planets get
energy to cells, such as chemical reactions harmful rays, such as too little.
iron or sulfur, organisms necessary for life. ultraviolet. Too many
die. energy-rich chemicals is Sub-surface: Most solid
not a problem planets and moons have
energy-rich chemicals.

Nutrients used to build Without chemicals to All solid planets and Too many nutrients are Surface: Earth has a
and maintain an make proteins and moons have the same not a problem. However, water cycle, an
organism’s body. carbohydrates, organisms general chemical makeup, too active a circulation atmosphere, and
cannot grow. Planets so nutrients are present. system, such as the volcanoes to circulate
without systems to deliver Those with a water cycle constant volcanism on nutrients. Venus, Titan, Io,
nutrients to its organisms or volcanic activity can Jupiter’s moon, Io, or the and Mars have nutrients
(e.g., a water cycle or transport and replenish churning atmospheres of and ways to circulate
volcanic activity) cannot the chemicals required by the gas planets, interferes them to organisms.
support life. Also, when living organisms. with an organism’s ability
nutrients are spread so to get enough nutrients. Sub-surface: Any planet
thin that they are hard to or moon with sub-surface
obtain, such as on a gas water or molten rock can
planet, life cannot exist. circulate and replenish
nutrients for organisms

Factors that make a planet habitable. National Science Foundation.

http://www.lpi.usara.edu/education/explore/our_place/hab_ref_table.pdf

Question:
1. What are the factors that make the planet habitable?
2. What are the characteristics of planet Earth that makes it habitable?

MSU – LNAC _ SHS DEPARTMENT_ EARTH AND LIFE SCIENCE

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 What is It

Earth is the only place in the known universe confirmed to host life and is the only one known for sure to
have liquid water in the surface. These are reasons why planet earth is a unique one:
(1) It has liquid water;
(2) Plate Tectonics; and
(3) It has atmosphere that shelters it from the worst of the sun’s rays.

Earth is the only planet in the solar system that has a large amount of liquid water. About 70% of the
surface of the Earth is covered by liquid or frozen water. Because of this, Earth is sometimes called the
“blue planet.” Planet Earth is habitable because it has the right distance from the sun. It is kept warm by
an insulating atmosphere, and it has the right chemical ingredients for life including water and carbon. It
can provide water, oxygen, useful biological products for human, and has suitable weather and climate.

Earth, Venus, and Mars may have similarities: (1) They all are terrestrial planets, made of solid rocks and
silicates; (2) They all have an atmosphere; (3) They all almost have the same time to rotate on their axes;
(4) Earth and Mars both have water; (5) They all have carbon dioxide; and (6 All have landforms. Earth,
Venus, and Mars have differences: (1) Venus has no water; (2) Venus and Mars don’t have oxygen; and
(3) Earth has life forms.

THE RECIPE FOR LIFE

1. Temperature – This will influence how quickly atoms and molecules move. Most living things are
limited to a temperature range of minus 15˚C to 115˚C. Given this temperature range, H2O may
still exist in liquid form being crucial to life. Among the other planets, only Earth’s surface has this
temperature range.
2. Water – This matter dissolves and transports materials in and Figure 1. Earth’s ozone layer

out of the cell. Only Earth has the right chemical materials like
liquid water that could support life.
3. Right Atmospheric Conditions - The earth’s atmosphere is
capable of trapping heat and houses the important atmospheric
gases such as carbon dioxide and oxygen which cause the earth
to warm. It shields the surface from harmful radiation through the
ozone layer and Earth has the right size to hold a sufficient-sized
atmosphere. Earth’s atmosphere is about 100 miles thick.
4. Energy – Living things use light or chemical energy to run
essential life processes. With the availability of sufficient energy,
organisms can perform different metabolic reactions through the
cells. The inner planets such as Earth, get too much sunlight for
life. The outer planets get too little.
5. Right Distance from the Sun – Earth is in the Goldilocks Zone.
A region with the just the right temperature to sustain life – not too
cold not too hot.

Figure 2. Earth’s magnetic field

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 6. Strong magnetic field - It shields us from the
electromagnetic radiation coming from the Sun. The
magnetic field deflects the radiation that may destroy the
ozone layer.
7. Nutrients – These are materials that build and maintain an
organism’s body. The inner planets including Earth and
moons have the same general chemical components which
makes nutrients easily available in the environment.
8. Greenhouse Gases - Without the greenhouse effect, Earth
Figure 6. Greenhouse gases absorbing
would be frozen, more than 60º F colder. As mentioned heat

above, the atmosphere is capable of trapping heat because

of greenhouse gases. Examples of greenhouse gases are water vapor, methane, and carbon
dioxide.
9. It is protected by the plate tectonics from the very hot temperature of the core – The earth’s
core causes the convection currents in the mantle causing the overlaying lithosphere to move.
However, the surface is protected from heat from the core by the lithospheric plates.

There are various biogeochemical cycles and geologic processes that facilitate the transport and
replenishment of the chemicals and nutrients required by the biotic factors. Examples include water cycle
and volcanism. The presence of volcanoes, cycle of water and atmosphere, contribute to the flow of
nutrients within earth’s systems.

Figure 3: The Water Cycle

Figure 4: Volcanic Activity

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 What’s More

ACTIVITY 1.1 UNDERSTANDING PLANET EARTH

Compare and Contrast (In a separate sheet of paper)
How is planet Earth similar and different from Venus and Mars? Provide possible explanations for
your observations using the information in the table.
VENUS EARTH MARS
Mass (1024kg) 4.87 5.97 0.642
Diameter (km) 12,104 12,756 6792
Density (kg/m3) 5243 5514 3933
Gravity (m/s2) 8.9 9.8 3.7
Escape Velocity (km/s) 10.4 11.2 5
Surface pressure (bars) 92 1 0.01
Composition of atmosphere 96% CO2, 3.5% N 77%N, 21% O2, 95%CO2, 2.7%N,
1%Ar 1.6%Ar
Major Greenhouse Gases(GHG) CO2 CO2 H2O CO2
Mean Temperature (0C) 464 15 -65
Temperature if no greenhouse gases are present -46 -18 -57
Changes in Temperature (0C) due to greenhouse +523 +33 +10
gases
Distance from the Sun (106km) 108.2 149.6 227.9
Orbital Period (days) 224.7 365.2 687
Orbital Velocity (km/s) 35 29.8 24.1
Length of day (hours) 2802 24 24.7
Global Magnetic Field No Yes No
Comparison of the features of Venus, Earth, and Mars
(National Aeronautics and Space Administration, 2015)

What I Have Learned

1. Planet Earth is considered habitable because of the following reasons: (1) it has the right distance
from the sun; (2) it is protected from harmful solar radiation by its magnetic field; (3) it is kept
warm by an insulating atmosphere; and (4) it has the right amount of ingredients for life, including
water and carbon.
2. Earth is different from other planet in a way that it is the only planet with liquid water on the surface.
a. Earth, Venus, and Mars may have similarities: (1) They all are terrestrial planets, made of
solid rocks and silicates; (2) They all have an atmosphere; (3) They all almost have the same
time to rotate on their axes; (4) Earth and Mars both have water; (5) They all have carbon
dioxide; and (6) All have landforms.
a. Earth, Venus, and Mars have differences: (1) Venus has no water; (2) Venus and Mars don’t
have oxygen; and (3) Earth has life forms.

What I Can Do
 Earth Day generally falls in the third week of April. There are a lot of great lessons about how our
behavior and activity affect others and our planet.

 List down ten (10) activities that you can do to save planet Earth and identify those activities as a
form of recycling, reducing, or reusing. Answer in a Separate Paper

RECYCLE REDUC REUS

E E

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What makes planet earth different from the other planets in the solar system?
A. It supports life. C. The atmosphere holds gases.
B. It is mostly covered in water. D. All of the above
2. Planet Earth is uniquely different from other planets because .
A. It has people that live in it.
B. It has soil where trees grow.
C. It has trees that provide oxygen.
D. It has liquid water in the surface.
3. What makes planet Earth habitable?
A. It has comfortable distance from the sun.
B. The atmosphere serves as shields from the sun.
C. Only A
D. Both A and B
4. Why is Earth called the “living planet?”
A. It has life mechanism.
B. It has water and atmosphere.
C. It has carbon dioxide in the atmosphere.
D. It has atmosphere that supports oxygen.
5. Which must be provided for an organism to survive in planet Earth?
A. right amount of sunlight and atmosphere
B. right amount of water and carbon
C. Only A
D. Both A and B
6. Planet Earth is considered as “blue planet.” Which of the following best describes the surface of
planet Earth?
A. Earth has atmosphere.
B. Earth has lots of volcano.
C. Earth is covered with red dust.
D. Earth has mostly water on the surface.
7. What is the reason why Earth is different from other planets in the solar system?
A. Earth is mostly covered in water.
B. Earth has comfortable distance from the sun.
C. Earth has carbon dioxide on its atmosphere.
D. It has approximately same size as that of Venus.
E.
8. Which of the following best describes planet Earth?
A. It has gases. C. It has rocky core.
B. It supports life. D. It supports another planet.
9. It was found out that Earth’s surface is covered with water. Approximately, how many percent of
water comprises the Earth?
A. 45% water C. 60% water
B. 50% water D. 70% water
10. Earth can support the survival of organisms. What is/are the factor/s that make/s Earth habitable?
I. atmosphere III. temperature
II. energy IV. nutrient
A. I C. I, II, III
B. I, II D. I, II, III, IV
11. In order for an organism to survive, nutrients are needed. What are the
nutrients that planet Earth can offer for an organism to exist?
A. Earth has an atmosphere and ozone layer.
B. Earth has both water cycle and nitrogen cycle.
C. Earth has natural activities to circulate nutrients.
D. All of the above
12. Many studies have shown similarities of Earth and Venus. What makes Earth similar with Venus?
A. Earth and Venus have the same orbit.
B. Earth and Venus have the same diameter.
C. Earth and Venus have the same atmosphere.
D. Earth and Venus are of the right size to hold a sufficient atmosphere.
13. What makes human and other living organisms capable to live on Earth?
A. Earth can provide food for the organism.

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 B. Earth can protect the organism from any possible threat.
C. Earth’s temperature is mostly hot compared to other planets.
D. Earth has the right amount of temperature, water, good atmosphere, and favorable climate.
14. Planet Earth is considered uniquely different from any other planets in the Solar system. Which
among the given choices correctly answers the statement?
A. Earth is the only planet that changes structure.
B. Earth is the only planet that turns around in space.
C. Earth is the only planet that is mostly covered with water.
D. Earth is the only planet that is mostly made from rocks.
15. What is the reason why every living thing on Earth has the chance of survival?
A. Earth is covered with 65% water.
B. Earth thick atmosphere consisted mainly of carbon dioxide.
C. Earth has active volcanoes similar with those that are found in Venus.
D. Earth has ozone layer to protect living organisms from harmful radiation.

Additional Activities

Creating a Planet: Answer in a separate sheet. Fill up the data needed in your created
planet. Draw what you think the planet looks like and how the individuals who lived on it looks
like.

My Planet is called . It is located in the .

The weather is It would have kinds of organisms.
The individual who live there are called .
.
The individual look like this. The planet looks like this.

References
 Astronomy, accessed May 29,2020, https://www.astronomy.com:solarsys
 Comparison and Contrast of the Earth, Venus ,and Mars, Prezi, accessed May 31, 2020,
https://prezi.com/fdx8b8igze26/comparison-and-contrast-of-the-earth-venus-and-mars?
 Earth: Our Living Planet, NASA Science, accessed May 30, 2020, https://solarsysytem.nasa.gov
 Lunar and Planetary Institute, accessed May 29,2020,
https://www.lpi.usra.edu/education/explore/our_place_/hab_ref_table.pgf?fbclid=IwAR0PF_PjxW
EDwp5hASOZaZY18EG9RKlzgDOeaIb4Xwjey4h2tqJkcecH5CE

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 2

ORIGIN AND STRUCTURE OF THE EARTH

THE SUBSYSTEMS

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 Lesson ORIGIN AND STRUCTURE OF
1 THE
EARTH: THE SUBSYSTEMS

Earth is sometimes called the “water planet” or the “blue planet” because seas cover more than two-thirds
of its surface. Earth is the only planet or moon in the solar system with rain that falls from clouds, runs
over the land, and collects in extensive oceans. It is also the only body we know that supports life.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the nature of
Biology. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students.
The module is composed of:

Lesson 1 – The Subsystems of the Earth

After going through this module, you are expected to:

1. Define the concept of a system
2. Recognize the Earth as a system composed of subsystems
3. Differentiate and characterize the Earth’s subsystems and describe how each one is related to
one another
4. Trace the flow of energy within the Earth’s systems; and
5. Suggest ways to protect and preserve natural processes within the earth’s subsystems.

What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Which of the following is NOT one of the four subsystems of the Earth?
A. biosphere C. water sphere
B. hydrosphere D. geosphere
2. All of the waters, including subsurface and atmospheric water comprise the Earth.
Which geological subsystem best label the statement?
A. the geosphere C. the biosphere
B. the hydrosphere D. the atmosphere
3. Earth contains all living organisms including those on the land, in the water and air. Which
subsystem best describes the statement?
A. biosphere C. atmosphere
B. hydrosphere D. geosphere
4. Which subsystem suits the statement, “All living things, including humans, are part of the
immense Earth”?
A. biosphere C. hydrosphere
B. geosphere D. atmosphere
5. What subsystem will network with biosphere for photosynthesis to take place?
A. atmosphere C. hydrosphere
B. geosphere D. biosphere

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 6. Oxygen, water vapor, nitrogen, and other gases help organism to survive. Which Earth sphere
contain these materials?
A. biosphere C. hydrosphere
B. atmosphere D. geosphere
7. Which term is used to describe the thin layer of solid rock that makes up the outermost part of
the Earth?
A. core C. mantle
B. crust D. biosphere
8. Among the subsystems, which is composed of a mixture of gases that surrounds the Earth?
A. nitrogen C. biosphere
B. atmosphere D. kingdoms
9. The atmosphere of the Earth is composed of nitrogen and oxygen and other gases.
A. 0% and 100% C. 78% and 21%
B. 21% and 78% D. 505 and 505
10. In what subsystem of the Earth are the rocks and mineral found?
A. atmosphere C. hydrosphere
B. biosphere D. geosphere
11. What part of the Earth’s sphere make up hydrosphere?
A. glaciers C. seawater and inland water
B. groundwater D. all of the above
12. Among all the gases, which gas composed the Earth’s atmosphere?
A. CO2 C. N 2
B. He D. O2
13. Ozone plays an important part for organisms to stay alive. To what sphere does ozone belong?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere
14. Which answer best describes the role of the ozone layer?
A. It traps heat from the sun to heat the planet.
B. It protects the plants and animals on earth from receiving too much ultraviolet radiation.
C. It cools the earth through the evaporation of water vapor
D. It keeps the oxygen in the atmosphere closest to Earth and the nitrogen separated in the
atmosphere.
15. Which of the following is an example of a human impact of the biosphere?
A. littering C. water pollution
B. air pollution D. littering, air and water pollution

What’s In
Read the statement below and draw or illustrate the scene. Answer the following guide
questions. Use a separate sheet of paper for this activity.

Imagine you are walking going from your house going to the beach in Pikalawag,
SND, Lanao del Norte. The wind is blowing and the rain is about to fall. Draw or
illustrate a field area that you passed by in going to the area. Take note of the
presence of vegetation, soil cover, wildlife or animals, rock-out crops, and bodies of
water.

Guide Questions:

 Which part/s of the sketches is/are part of the Air? Water? Land? and Life?
 Can you pinpoint a connection? What are these connections?

What’s New
SUBSYSTEMS OF THE EARTH

Analyze and label the given picture. From the picture, create a general concept on each picture and
identify the physical characteristics of the subsystem of the Earth. Differentiate one with the other.

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 (A) (B) (C) (D)

What is It
a. What is a SYSTEM and what are the characteristics of a system?

SYSTEM – A set of interconnected components that are interacting to form a unified

whole.

 The Earth is made up of a series of components -

the HYDROSPHERE, ATMOSPHERE, LITHOSPHERE, and BIOSPHERE. These function as
systems that are constantly interacting and adjusting to both internal and external factors. It is the
continuous alterations to these cycles that produce the environmental conditions that we
experience. This section explores the key characteristics and dominant drivers of these Earth
system cycles.

Subsystems of the Earth

The four subsystems of the Earth are:
 Atmosphere – the gaseous layer above the Earth’s surface primarily composed of different
gases such as nitrogen and oxygen.
 Biosphere – the zone of the Earth where all forms of life exist. This serves as the ecosystem of
all living and non- living organisms.
 Geosphere – the solid part of the Earth that consists the entire planet from the center of the core
to the outer crust. It includes core, mantle, and crust of the Earth.
 Hydrosphere – the water part of the Earth that includes oceans and glaciers.
b. The Earth system is essentially a closed system. It receives energy from the sun and returns
some of this energy to space.

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 A closed system is a system in which there is only an exchange of heat
or energy and no exchange of matter.
The Earth receives energy from the sun and returns some of this energy to
space.....About 70% of the Earth is covered with liquid water (hydrosphere) and
much
of it is in the form of ocean water.

What’s More

ACTIVITY 1.1 WE ARE CONNECTED!

a. According to John Muir, “When one tugs at a single thing in nature, he finds it attached to the
rest of the world.” By means of a concept map (using a Venn diagram) explain the
interconnectedness of the earth’s subsystems. Draw and make your own illustration, use
different types of lines and boxes to differentiate between matter of materials and energy.

What I Have Learned

Subsystems of the Earth

The four subsystems of the Earth are:

1. ATMOSPHERE
 The atmosphere is the thin gaseous layer that envelopes the lithosphere.
 The present atmosphere is composed of 78% Nitrogen (N2), 21% Oxygen (O2),
0.9% Argon, and trace amount of other gases.
 One of the most important processes by which the heat of the earth’s surface is
redistributed is through atmospheric circulation.
 There is also a constant exchange of heat and moisture between the atmosphere
and the hydrosphere through the hydrologic cycle or the water cycle.
 The atmosphere supports life because animals and oxygen, and plants need both
carbon dioxide and oxygen. In addition, the atmosphere supports life indirectly by
regulating climate. Air acts as both a blanket and a filter, retaining heat at night and
shielding from direct solar radiation during the day.

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 2. GEOSPHERE
 The solid Earth, consisting of the entire planet from the center of the core to the outer
crust. It includes the core, mantle, and crust of the Earth.
 Briefly discuss the Plate Tectonics as an important process shaping the surface of
the Earth. Further discussion of this topic is found in the succeeding lessons. The
primary driving mechanism is the earth’s internal heat, such as that in mantle
convection.

3. HYDROSPHERE
 The water part of the Earth which circulates among oceans, continents, glaciers, and
atmosphere. Oceans cover 71% of the Earth and contain 97.5% of its water.
 Only 3% of Earth’s water is fresh: two – thirds are in the form of ice, and the
remaining one – third is present in lakes streams, lakes, and groundwater.
 The oceans are important sinks for CO2 through direct exchange with the
atmosphere and indirectly through the weathering rocks.
 Heat is absorbed and redistributed on the surface of the Earth through ocean
circulation.

4. BIOSPHERE
 The biosphere is the set of all life forms on Earth.
 The zone of Earth where all forms of life exist: in the sea, on land, and in water. It is
sometimes called as the large ecosystem. This is the zone that life inhabits.
Biosphere is a very thin layer of the earth’s surface.
 It covers all ecosystems – from the soil to the rainforest, from mangroves to coral
reefs, and from the plankton-rich ocean surface to the deep sea.
 For the majority of life on earth, the base of the food chain comprises of
photosynthetic organisms. During Photosynthesis, CO2 is sequestered from the

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 atmosphere, while

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 oxygen is released as a byproduct. The biosphere is CO2 sink and therefore, an
important part of the carbon cycle.
 Sunlight is necessary for life.

 Earth is a complex system made up of many smaller systems through which matter and energy
are continuously cycled.
 Energy and matter flow through Earth’s spheres: geosphere, hydrosphere, atmosphere, and
biosphere.
 Energy flows through the atmosphere mostly by convection. How does matter and energy flow
across the four subsystems of the Earth?
 The Earth consists of four subsystems, across whose boundaries matter and energy flows, the
atmosphere (air), biosphere (living things), hydrosphere (water), and geosphere (land).
 The atmosphere provides the geosphere with heat and energy needed for rock breakdown and
erosion. The biosphere receives gases, heat, and sunlight (energy) from the atmosphere. It
receives water from the hydrosphere and a living medium from the geosphere.

What I Can Do
 The impact of man to the environment has become so massive that scientists are proposing the
addition of man or the ANTHROPOSPHERE to the Earth system. The human population has
increased rapidly since the 1700’s. For most of human history, there were fewer than half-billion
people on Earth. In mid- 2009, 6.7 billion people inhabited our planet. Because of these,
extensive pollution is everywhere.
As a student, what can you do to save not only a particular system, but the Earth itself?
Write your answer in the table in a separate sheet of paper.

MY ENVIRONMENTAL “TO DO” LIST

1.
2.
3.
4.
5.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Earth includes beach grasses, forms of life in the sea, on land, and even in the air. Which term
best describes the statement?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere

2. Which system of the Earth is considered as the largest component of the Earth?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere
3. Life is supported by oxygen and carbon dioxide. Which subsystem will best describe the statement?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere

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 4. Relationship between the complex communities of individual organism is seen in the different
systems of the Earth. What do you call the unit in nature?
A. ecosystem C. ground
B. complexity D. system
5. All of earth’s cycles and spheres are interconnected. Why is this so?
A. because they are interconnected
B. because Earth is where we live in
C. because Earth is the only living planet
D. because every organism has its own function in the Earth
6. What is an example of a connection between atmosphere and geosphere?
A. water C. mountains
B. nitrogen D. volcanic eruption release gas
7. An example of a connection between atmosphere and hydrosphere is .
A. lakes C. rivers
B. rain D. rocks
8. From the given choices, which is an example of a connection between biosphere connecting to
atmosphere?
A. Animals eat plants. C. Animals lie in caves.
B. Animals drink water. D. Plants produce oxygen.
9. Which among the choices clearly gives an example of connection between hydrosphere and
geosphere?
A. boats transporting goods C. water evaporating to make clouds
B. fish swimming in water D. waves eroding rocks on beach
10. All living things, including land and sea made up the Earth. Which term best described the
statement?
A. geosphere C. atmosphere
B. ozone layer D. biosphere
11. Which interaction will take place if nitrogen is returned to the soil when dead plants decompose?
A. biosphere and atmosphere C. biosphere and geosphere
B. geosphere and atmosphere D. atmosphere and geosphere
12. Which interaction best describes carbon dioxide dissolving from the air into the ocean?
A. atmosphere and hydrosphere C. atmosphere and geosphere
B. atmosphere and atmosphere D. atmosphere and biosphere
13. The atmosphere of the Earth is composed of oxygen and nitrogen and other gases.
A. 0% and 100% C. 78% and 21%
B. 21% and 78% D. 50% and 50%
14. What part of geosphere is a thin layer of solid rock that makes up the outermost part of the Earth?
A. core C. mantle
B. crust D. biosphere
15. Ozone plays an important function in every single organism on Earth. To what sphere does ozone
layer belong?
A. atmosphere C. geosphere
B. biosphere D. hydrosphere

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 Additional Activities

“Connect Me Spheres”

Procedure: Analyze the interactions of the spheres after the onslaught of Taal Volcano.

1. What sphere caused the event?

2. What are the effects of the event on one or more spheres?
3. What is the global implication of the event?

References

 Earth’s Four Subsystems, Seattle Pi, accessed May 29, 2020,

https://education.seattlepi.com/earth-four-subsystems-work-together-4634.html
 Earth System, Science Learning Hub, accessed May 30, 2020,
https://www.sciencelearn.org.nz/resources/720-earth-system
 Major Geological Subsystem of Earth, Study.Com, accessed May 30, 2020,
https://study.com/academy/lesson/the-4-major-geological-subsystem-of-earth.html?
 Thompson, Graham R. et al. 2012. Introduction to Earth Science. Pasig City: Cengage Learning
Asia.

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 3

EARTH’S MATERIALS AND PROCESSES:

MINERALS

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 Lesson
MINERALS
1
Minerals make up the rocks beneath your feet, the soil that supports plants, and the deep rock of Earth’s
mantle. Any thorough study of Earth must include an understanding of minerals. But it is not sufficient to
study minerals isolated from the rest of the planet. Rather we can learn more by observing the ways that
minerals interact with other Earth systems.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the properties of
minerals. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. In this module you will be review
previous concepts and explore more about minerals. Find the diamond in the gems and have fun!

The module is divided into two lessons, namely:

 Lesson 1 – Minerals and their Characteristics
– Different Properties of Minerals

After going through this module, you are expected to:

1. Identify the examples of minerals;
2. Explain the different characteristics of minerals;
3. Differentiate minerals based on their properties; and
4. Develop awareness on the importance of minerals around us.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Pyrite is a yellowish mineral that looks like gold and is commonly called fool’s gold. What is the
property of mineral exhibited by pyrite wherein it reflects light and with metallic look?
A. Color C. Luster
B. Hardness D. Streak
2. Quartz can break other than along planes of cleavage. What is the property of mineral that show this
characteristic?
A. Cleavage C. Hardness
B. Fracture D. Tenacity
3. Some minerals like mica has surfaces with planes of weak bonds in the crystals. Thus, its crystals can
be peeled like layers of onion. Which is the property exhibited by mica?
A. Cleavage C. Hardness
B. Fracture D. Tenacity
4. Which property refers to the resistance of mineral to scratching?
A. Cleavage C. Hardness
B. Fracture D. Luster
5. What are the building blocks of rocks and it is mostly found in the geosphere?
A. minerals C. ore
B. soil D. elements
6. In its powdered form, the mineral hematite is reddish. Which mineral property is described?
A. color C. Streak

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 B. luster D. hardness
7. Which is not a property that can be used to identify a mineral?
A. luster C. hardness
B. streak D. opaque
8. What is the property of mineral that reflects light on its surface?
A. Crystal structure C. streak
B. color D. luster
9. What is a naturally occurring, inorganic solid that has a definite crystalline structure and chemical
composition?
A. compound C. mineral
B. crystal D. rocks
10. During the 1800’s, miners can identify real gold from pyrite through biting the surface of the mineral. If
a bite mark is exhibited, then the said mineral is considered real gold. What property is tested in this
scenario?
A. cleavage C. hardness
B. luster D. streak color
11. What is a carbonate mineral that occurs in a different crystal form and is less common than either
calcite or dolomite?
A. aragonite C. calcite
B. gypsum D. silica
12. What constitutes the size, shape, and arrangement of mineral grains in a rock?
A. permeable origin C. cement
B. porosity D. texture
13. Which of the following is not a characteristic of a mineral?
A. naturally occurring C. Organic
B. solid D. crystal structure
14. What do you call to the tendency for a mineral to break along flat surfaces?
A. cleavage C. ductility
B. hardness D. tenacity
15. What is the solid form of a mineral produced by a repeating pattern of atoms?
A. crystal C. element
B. density D. fracture

What’s In

This module contains activities that will enhance the teaching - learning process among learners about
the minerals. It deals with the characteristics of minerals and the properties exhibited by the minerals. As
the learners answer the questions they will be able to explore and understand the concepts about
minerals.
Moreover, they will develop awareness on the
importance of minerals.
 Understanding key concepts
Define: What is a MINERAL?
Naturally occurring
Solid substance
Orderly crystalline structure
Definite chemical composition
Generally considered inorganic

 Review: Do you consider water a mineral?

How about snowflake or tube ice?
Answer:
 Water is not a mineral since it is not solid and crystalline.
 Tube ice is not because it is not naturally occurring.
 Snow flake meets all requirements in defining a mineral.

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 What’s New

Name the following pictures below. List down the usage of these object in our daily
activities. What do the objects presented below imply? Write in a separate sheet.

1.

2.

Salt
3.

4.

5.

We are using these products made from minerals daily. Graphite is the mineral used in wooden pencil.
Halite is the mineral found in salt. Your cellphone is made up of different minerals. The cars that we
drive, the roads that we travel, the building that we live in, are some examples of products derived from
minerals.

Characteristics of Minerals
Arrange the jumbled letters to find the appropriate criteria to determine whether a material is
classified as a mineral or not.

1. N L T L A U R Y N G O I R U C C
- It is a product of Earth’s natural processes.

2. C A I I R O G N
- It must be product of Earth’s physical processes.

3. S O U E N E G O M O H DILO S
- have definite shape and volume.

4. E N I L L A T S Y R C E S R T R U C U T
- atoms are arranged in order of increasing pattern.

5. L M C E H A I NOITOCMOPSI

- represented by chemical formula

What is It
What are Minerals?
Minerals are the building blocks of rocks. Mineralogists use the criteria to determine whether a
material is classified as a mineral or not.

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  Characteristics of Minerals
1. Naturally occurring- a product of Earth’s natural processes
2. Inorganic- it must be product of Earth’s physical processes.
3. Homogeneous solid- minerals should have definite volume and rigid shape
4. Definite chemical composition—represented by a chemical formula
5. Orderly crystalline structure- atoms of minerals are arranged in an orderly and repeating
pattern.

 How Minerals FORM?

1. Crystallization from magma
2. Precipitation
3. Pressure and temperature
4. Hydrothermal solutions

 Mineral Properties
 LUSTER – it is the quality and intensity of reflected light exhibited by the mineral
a. Metallic – generally opaque and exhibit a resplendent shine similar to a
polished metal
b. Non-metallic – vitreous (glassy), adamantine (brilliant/diamond-like), resinous,
silky, pearly, dull (earthy), greasy, etc.
 HARDNESS - it is a measure of the resistance of a mineral (not specifically surface) to
abrasion.
- designed by German geologist/mineralogist Friedrich Mohs in 1812 (Mohs
Scale of Hardness). The test compares the resistance of a mineral relative to
the
10 reference minerals with known hardness. It is simply determining the
hardness of a mineral by scratching them with common objects of known
hardness (e.g. copper coin - 3.0-3.5).

- What are the pros and cons in using the Mohs scale of hardness?

PROS CONS
Easy to do the test The scale is qualitative and not quantitative
Can be done anywhere, anytime as long as the Cannot be used to test accurate hardness of
place is not dark industrial materials
Mohs scale is highly relevant for field geologists
to roughly identify minerals using scratch kits
Can be done without or few kits – handy

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  COLOR AND STREAK - Color maybe a unique identifying property of certain minerals
(e.g. malachite –green, azurite – blue).
- There are also lots of minerals that share similar or the same color/s. In
addition, some minerals can exhibit a range of colors. The mineral quartz for
example, can be pink (rose quartz), purple (amethyst), orange (citrine), white
(colorless quartz) etc.
- Streak on the other hand is the color of a mineral in powdered form. Note that
the color of a mineral could be different from the streak. For example, pyrite
(FeS2) exhibits golden color (hence the other term of pyrite which is Fool’s
Gold) but has a black or dark gray streak.
- Streak is a better diagnostic property as compared to color. Streak is inherent
to almost every mineral. Color maybe unreliable for identification as impurities
within the minerals may give the minerals a different color.
- Color vs streak of a hematite (Fe2O3).

Source: http://www.instructables.com/id/How-to-identify-aMineral/step6/Streak/

 CRYSTAL FORM / HABIT - The external shape of a crystal or groups of crystals is

displayed / observed as these crystals grow in open spaces.
- The form reflects the supposedly internal structure (of atoms and ions) of the
crystal (mineral). It is the natural shape of the mineral before the development
of any cleavage or fracture.
- Examples include prismatic, tabular, bladed, platy, reniform and equant. A
mineral that do not have a crystal structure is described as amorphous.
- The crystal form also define the relative growth of the crystal in 3 dimension
which are its length, width and height
 CLEAVAGE - Cleavage is the tendency of a mineral to cleave, or break, along flat, even
surfaces. It is the property of some minerals to break along parallel repetitive
planes of weakness to form smooth, flat surfaces. These planes of weakness
are inherent in the bonding of atoms that makes up the mineral. These planes
of weakness are parallel to the atomic planes and appear to be repeating within
the mineral.
- When minerals break evenly in more than one direction, cleavage is described
by the number of cleavage directions and the angle(s) between planes (e.g.
cleavage in 2 directions at 90 degrees to each other).

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 - Mineral cleavage. Left photo shows one cleavage direction (biotite). Middle
photo has cleavage in 2directions at 90° (orthoclase). Right photo has 3
cleavage directions at 74° (calcite).
- Show a video of a calcite crystal being hit with a hammer
(https://www.youtube.com/watch?v=bYiT2qgD8zQ&feature=youtu.be).
- Note how the crystal breaks into smaller pieces and still manifest the same
rhombic shape. Where the crystal breaks (the flat surfaces) are called cleavage
planes. For the calcite crystal, there are three cleavage planes at 120 and 60
degrees.
- It is important to clearly differentiate a crystal habit from cleavage. Although
both are dictated by crystal structure, crystal habit forms as the mineral is
growing, therefore relies on how the individual atoms in the crystal come
together. Cleavage on the other hand is the weak plane that developed after
the crystal is
 FRACTURE – Some minerals may not have cleavages but exhibit broken surfaces that
are irregular and non-planar. Quartz for example has an inherent weakness in the
crystal structure that is not planar. Examples of fracture are conchoidal, fibrous, hackly,
and uneven among others.
 SPECIFIC GRAVITY – It is the ratio of the weight of a mineral to the weight of an equal
volume of water. A bucket of silver (SG 10) would weigh 10 times more than a bucket
of water (SG 1). It is a measure to express the density (mass per unit volume) of a
mineral. The specific gravity of a mineral is numerically equal to density.
 OTHERS – There are certain unique properties of minerals that actually help in their
identification (e.g. magnetism, odor, taste, tenacity, reaction to acid, etc.).
Magnetite is strongly magnetic;
sulfur has distinctive smell;
halite is salty;
calcite fizzes with acid as with dolomite but in powdered form.
 DIAPHANEITY / amount of transparency - ability to allow light to pass through it. This
is affected by chemical makeup of the mineral sample.
 TENACITY - describes the minerals reaction to stress.
 Brittleness- a mineral turns into powder
 Malleability a mineral can be flattened by pounding with a hammer.
 Ductility- A mineral can be stretched into wire.
 Flexible but inelastic-Minerals are bent but they remain in the new position.
 Flexible and elastic- Minerals are bent, and they bring back to their original
position.
 Sectility- ability of minerals to be sliced by a knife.

 Mineral Groups
1. Silicates – minerals containing 2 of the most abundant elements in the Earth’s crust, namely,
silicon and oxygen. When linked together, these two elements form the silicon oxygen
tetrahedron
– the fundamental building block of silicate minerals. Over 90% of the rock-forming minerals
belong to this group. Aside from Si (46.6 % by wt.) and O (27.7%), the other most common
elements that make the earth’s crust are Al (8.1), Fe (5.0), Ca (3.6), Mg (3.1), Na (2.8) and K 2.6).
2. Oxides – minerals containing Oxygen anion (O2-) combined with one or more metal ions
3. Sulfates – minerals containing Sulfur and Oxygen anion (SO4)- combined with other ions
4. Sulfides – minerals containing sulfur anion (S2)- combined with one or more ions. Some sulfides
are sources of economically important metals such as copper, lead and zinc.
5. Carbonates – minerals containing the carbonate anion (CO3)2- combined with other elements
6. Native Elements – minerals that form as individual elements
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 a. Metals and Inter-metals – minerals with high thermal and electrical conductivity, typically with
metallic luster, low hardness (gold, lead)
b. Semi-metals – minerals that are more fragile than metals and have lower conductivity
(arsenic, bismuth)
a. Nonmetals – nonconductive (sulfur, diamond)
7. Halides – minerals containing halogen elements combined with one or more elements.

Prepare a list of minerals based on the Mohs Scale of Hardness and identify some
products that make use of these minerals. Copy the table and answer it in a Separate Sheet.

Minerals Products that contain the Mineral.

1. Diamond
2.Corundum
3.Topaz
4.Quartz
5.Orthoclase
6 Apatite
7.Fluorite
8.Calcite
9. Gypsum
10. Talc

What’s More

UNDERSTANDING SCIENCE WORDS

The pictures below show the common minerals and their properties or uses.
Identify other properties exhibited by the minerals. Choose your answer from the given choices.
Use a separate sheet for the following activities. Write the answers only.

BRITTLENESS MALLEABILITY DUCTILITY LUSTER SECTILITY

All true minerals can be drawn into wires

Overall sheen of mineral _
A mineral can be hammered /flattened
A mineral can be cut by a knife
A mineral can be turned into powder

What I Have Learned

Fill in the Blanks

Identify the prominent properties exhibited by the following minerals. Fill in the blanks to form the
appropriate term that best fits the described mineral property. Use a separate sheet for your
answers.

1. L T R - a manner by which mineral reflects light.

Pyrite - a. k a. fool’s gold

2. S R K - color of mineral in powdered form.

Hematite- both types leave the same powder

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 3. L V G - tendency of mineral to break along flat surfaces

Mica crystal can be peel like layers of onion

4. R C U - the manner breaks other than along planes of cleavage.

Quartz creates smooth, curved surfaces

5. H R S - resistance of mineral to scratching and it is the most commonly used
property for identifying minerals.

Diamond has a scale of 10

HARDNESS FARCATURE CLEAVAGE

STREAK LUSTER

Matching Type
Match the properties of minerals in column A with the description of mineral properties in column
B.

Column A Column B
1. Mohs hardness scale A. describes the mineral reaction to stress
2. Sectility B. true color of mineral
3. Streak C. a ranking of mineral from softest hardest
4. Crystal D. ability of mineral to be cut by knife
5. Tenacity E. repeating pattern in minerals in solid

What I Can Do

List some of the uses of minerals around us. Write in a separate sheet.
Minerals Uses
1.Halite Mineral found in table salt; as preservatives
2
3
4
5

Reflect Upon

Write a minimum of 150 – word essay on the following Question: Upon knowing the value of minerals
in our everyday life, as a student how can you help in conserving and preserving the natural
sources of these minerals? (For example, graphite is a mineral found in pencil). Please write it in a
separate sheet.

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Pyrite is a yellowish mineral that looks like gold and is commonly called fool’s gold. What is the
property of mineral exhibited by pyrite wherein it reflects light and with metallic look?
A. Color C. Luster
B. Hardness D. Streak
2. Quartz can break other than along planes of cleavage. What is the property of mineral that show this
characteristic?
A. Cleavage C. Hardness
B. Fracture D. Tenacity
3. Some minerals like mica has surfaces with planes of weak bonds in the crystals. Thus, its crystals can
be peeled like layers of onion. What is the property exhibited by mica?
A. Cleavage C. Hardness
B. Fracture D. Tenacity
4. Which property refers to the resistance of mineral to scratching?
A. Cleavage C. Hardness
B. Fracture D. Luster
5. What are the building blocks of rocks and it is mostly found in the geosphere?
A. minerals C. ore
B. soil D. elements
6. In its powdered form, the mineral hematite is reddish. Which mineral property is best described?
A. color C. Streak
B. luster D. hardness
7. Which is not a property that can be used to identify a mineral?
A. luster C. hardness
B. streak D. opaque
8. What is the property of mineral that reflects light on its surface?
A. Crystal structure C. streak
B. color D. luster
9. What is a naturally occurring, inorganic solid that has a definite crystalline structure and chemical
composition?
A. compound C. mineral
B. crystal D. rocks
10. During the 1800’s, miners can identify real gold from pyrite through biting the surface of the mineral. If
a bite mark is exhibited, then the said mineral is considered real gold. What property is tested in this
scenario?
A. cleavage C. hardness
B. luster D. streak color
11. What is a carbonate mineral that occurs in a different crystal form and is less common than either
calcite or dolomite?
A. aragonite C. calcite
B. gypsum D. silica
12. What constitutes the size, shape and arrangement of mineral grains in a rock?
A. permeable origin C. cement
B. porosity D. texture
13. Which of the following is not a characteristic of a mineral?
A. naturally occurring C. Organic
B. solid D. crystal structure
14. What do you call tendency for a mineral to break along flat surfaces?
A. cleavage C. ductility
B. hardness D. tenacity
15. What is the solid form of a mineral produced by a repeating pattern of atoms?
A. crystal C. element
B. density D. fracture

Summary questions related to the lesson (Questions in bold font are difficult questions):

1. What are the characteristics that define a mineral?

2. Which among the following mineral groups, if any, contain silicon: halides, carbonates or sulfides?
Explain.

3. Which is more abundant in the Earth’s crust: silicates or all the other mineral groups combined? Explain.

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 4. An unknown opaque mineral has a black streak and has a density of 18g/cm3. Is the mineral metallic
or non-metallic?

5. What is the difference between a mineral's streak and color? Why is streak more reliable for
rock identification?

6. Differentiate habit and a cleavage plane.

7. Is it possible for a mineral to have a prismatic habit without having any cleavage? Why or why
not? If yes, give an example.

Additional Activities

Putting together

Directions: Complete the concept map below. Write the completed Map in a Separate Paper.

PROPERTIES MINERALS
Shows the true color
Resistance to scratching
Can be flatten into thin sheets
Show how light is reflected on the surface
Can be drawn into wires

References
 Thompson G.R. and Turk J. (2012).Introduction to Earth Science. Cengage Learning Asia PTE Ltd.
(Philippine Branch)
 Religioso, T. F. and Vengco, L. G.(2016) You and the Natural World: Earth and
 Life Science. Phoenix Publishing House
 Olivar II, J.S., Rodolfo, R.S. and Cabria, H.B. (2016) Exploring Life Through Science Series:
Earth Sence. Phoenix Publishing House
 The Mineral Identification Key
http://www.minsocam.org/msa/collectors_corner/id/mineral_id_keyq1.htm
 Calcite Cleavage by Steven Newton https://www.youtube.com/watch?
v=bYiT2qgD8zQ&feature=youtu.be

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 4

EARTH’S MATERIALS AND PROCESSES:

ROCKS

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 Lesson
1 ROCKS

Petrology is the scientific study of rocks. Rocks are combined aggregation of minerals. Petrologist
classified rocks based on how they were formed. In general, rocks are classified as igneous, sedimentary,
and metamorphic rock.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the properties of
minerals. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students.

The module covers:

Lesson 1 – Types of Rocks and their Properties

After going through this module, you are expected to:

1.Identify the three types of rocks;
2.Classify rocks as to igneous, sedimentary and metamorphic rocks; and
3.Appreciate the importance of rocks in our daily life.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Rocks vary in color, size, texture and shape. They are classified based on how they were formed.
Which of the following deals with the study of rocks?
A. Biology B. Geology C. Paleontology D. Petrology
2. Halite is made when a body of seawater becomes closed off and evaporates and salt precipitates out
and is deposited as crystallized halite. What type of sedimentary rock is formed?
A. Clastic B. Chemical C. Organic D. Pyroclastic
3. Igneous rock is divided into two groups, extrusive and intrusive Extrusive igneous rocks form when
magma makes its way to its surface as lava and the cools forming rocks. Which will be the characteristics
of the crystals?
A. Crystals are coarse grained.
B. Crystals are fine grained.
C. Crystals are very large.
D. Crystals are phaneritic
4. Regional metamorphism occurs due to changes in pressure and temperature over a large region of the
crust. It may happen when rock is buried deep below the surface or where pieces of the Earth’s crust
collide. Which is a metamorphic rock?
A. Breccia B. Conglomerate C. Marble D. Sandstone
5. Igneous and metamorphic rock can be buried and undergo tremendous heating and stress. What is the
process of transformation of one rock type into another?
A. Compaction B. Lithification C. Metamorphism D. weathering
6. What type of rocks are formed from sediments over long period of time?
A. Igneous Rocks C. Metamorphic Rocks
B. Sedimentary Rocks D. Minerals
7. This refers to type of rock that was heated and compressed over time.
A. Igneous C. Metamorphic
B. Sedimentary D. All are correct
8. What is the natural process that causes one kind of rock to change into another kind?
A. weathering B. rock cycle C. Sediments D. Metamorphism

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9. A rock that forms when magma hardens beneath Earth’s surface is termed as:
A. Intrusive metamorphic rock
B. Extrusive sedimentary rock
C. Intrusive igneous rock
D. Extrusive igneous rock
10. Which of the following is an example of an igneous rock?
A. Limestone B. Coal C. Sandstone D. Granite
11. Which of the following represents the correct order of the processes responsible for the formation of
sedimentary rocks?
A. Erosion, weathering, compaction, cementation, deposition
B. Compaction, cementation, deposition, weathering, erosion
C. Deposition, cementation, compaction, erosion, weathering
D. Weathering, erosion, deposition, compaction, cementation
12. A student obtained a cup of quartz sand from a beach. A saltwater solution is poured into the sand
and allowed to evaporate. The mineral residue from salt water solution cements the sand grains together,
forming a material that is most likely an:
A. extrusive igneous rock
B. intrusive igneous rock
C. metamorphic rock
D. sedimentary rock
13. Which of the following is true about rocks?
A. Rocks are composed of only one mineral.
B. Most rocks are a mixture of minerals.
C. Rocks do not contain minerals.
D. Coal is not considered a rock.
14. What is the type of rock formed from lava that cools quickly that results to finer grain and smaller
size of crystals?
A. Extrusive igneous rock
B Intrusive igneous rock
C. Sedimentary rock
D. Metamorphic rock
15. Fossils are found on this type of rocks.
A. Extrusive igneous rock C. Sedimentary rock
B. Intrusive igneous rock D. Metamorphic rock

What’s In

 Understanding key concepts

 The Rock Cycle provides us a comprehensive understanding how the 3 dominant rock types are
formed. Based on their physical and chemical properties, what could be the possible conditions of
formation for each rock type?
 Rocks are an aggregate of minerals. They are any solid mass of mineral or mineral-like matter
occurring naturally as part of our planet. A rock can be composed of a single mineral (e.g.
Quartzite is a metamorphic rock composed predominantly of Quartz) or more commonly
composed of an aggregate of two or more minerals.

 3 Types of Rocks:
A. Igneous rocks –rocks that are formed from the solidification of molten rock material.
The process of solidification involves the formation of crystalline solids called
minerals. Molten rock material can solidify below the surface of the earth (plutonic
igneous rocks) or solidify at the surface of the Earth (volcanic igneous rocks).
B. Sedimentary rocks – rocks that form through the accumulation, compaction, and
cementation of sediments. Sedimentary rocks form at surface or near surface
conditions.
C. Metamorphic rocks – are rocks that form through the transformation of preexisting
rocks (igneous, sedimentary, or metamorphic rocks) through the process of
metamorphism.

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 Metamorphism can involve changes in the physical and chemical properties of rocks in
response to heat, pressure, and/or chemically active fluids.

What’s New

WORD CRYPTOGRAM
Directions: To come up with the correct answer for each number, unscramble the letters by placing
the correct letter sequence in the shaded box. Use number boxes to complete the answer to the
riddle below.
E M N I S T D A Y E R

E M A I H T P C M E R

G E N O S U C O R I K

V A C N I O L

C A S I L T C

1 5

1 2 3 4 5 6

Riddle: the layers of sediments that accumulated and carry the records of the Earth’s history.

What is It

THREE TYPES OF ROCKS

Types of Rocks Characteristics Example

Sedimentary  these are rocks that are formed at or near
the surface of the Earth
Rocks
 Sedimentary rocks are formed from
particles of sand, shells, pebbles, and
other fragments of material.
 Together, all these particles are called
sediment. Gradually, the sediment
accumulates in layers and over a long
period of time hardens into rock.
 Generally, sedimentary rock is fairly soft
and may break apart or crumble easily.
You can often see sand, pebbles, or
stones in the rock, and it is usually the
only type that contains fossils.

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  sedimentary processes include: Clay stone
weathering of rocks, erosion, sediment
transport and deposition (compaction and
cementation)
Sedimentary  Erosion involves the weathering and the
removal of rock sediments.
Rocks
 Deposition occurs when an agent of
erosion—water, wind, ice, or gravity—
loses energy and drops
 Compaction is a process that squeezes,
or compacts, sediments.
 Cementation takes place when dissolved
minerals are deposited in the tiny spaces
among the sediments.

Classification of Sedimentary Rocks

1. Clastic sedimentary rocks
- are composed of weathered bits of rocks and minerals.
- clastic rocks are commonly classified based on:
breccia
 particle size
 Common rocks include : Shale (most abundant),
Sandstone, Conglomerate
Shale with plant fossils
- clastic rocks with volcanic origin (e.g. pyroclastics) and
may have undergone some stages in the sedimentary
processes could be classified as sedimentary rock (e.g.
volcano clastic rocks).
- the presence of variable grain sizes (including matrix
and cement) is indicative of sedimentary differentiation
which is actually a function of processes happening in
different sedimentary environments.
 Chemical or Non-clastic sedimentary rocks
- form when dissolved substances precipitate, or conglomerate

separate, from water.

- evaporation and precipitation from solution or lithification
of organic matter
- classified as evaporites (halite, gypsum and dolostone),
precipitates (limestone) and bioclastics (coal, coquina)
Evaporites: rocks formed from the evaporation of
water leaving the dissolved minerals to crystallize
Precipitates: rocks formed when minerals from a
mineral supersaturated water start to crystallize at
the bottom of the solution
Bioclastic: rock formed from compacted organic Fossiliferous Limestone

matter
- the presence of variable grain sizes (including matrix
and cement) is indicative of sedimentary differentiation
which is actually a function of processes happening in
different
sedimentary environments.

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 Sedimentary Common rocks include:
limestone—most abundant chemical rock
Rocks
microcrystalline quartz known as chert, flint,
jasper, or agate
evaporites such as rock salt or gypsum
coal

Coquina
Igneous
o these are rocks that are derived from the cooling and
Rocks
solidification of magma or lava
o from solidified molten rock materials, usually hard and
crystalline
o rate of cooling as one of the most important factors that
control crystal size
o solidification can occur along the surface of the earth or
beneath the surface of the earth
o Differentiating magma and lava.
 Magma is a molten rock material beneath the surface
of the earth.
 Lava is molten rock material extruded to the surface of
the earth through a central vent (volcano) or as fissure
eruption. Granite
Plutonic or Intrusive rocks
from solidified magma underneath the earth
gradual lowering of temperature is indicated by
the movement of magma from depth to surface
causing slow cooling /crystallization
Phaneritic textures
- Slow cooling forms large interlocking crystals, a
Diorite

texture called phaneritic.

Examples: granite, diorite, gabbro
Volcanic or Extrusive rocks
 from solidified lava at or near the surface of the earth
 fast rate of cooling/crystallization due to huge variance
in the temperature between Earth’s surface and Gabbro
underneath
 common textures: aphanitic, porphyritic (define
groundmass vs phenocrysts), vesicular
 Porphyritic texture: formed through two stages of
crystallization where in magma partly cooled
below the surface of the earth providing time for
the large crystals to grow (phenocrysts) before it is
extruded to the surface forming the fine grained
matrix (groundmass).

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  Aphanitic texture: fine-grained texture; minerals
not visible to the naked eye; relatively fast rates of
cooling/ solidification prevent the formation of large
crystals.
Igneous
 Special textures would include: vesicular, glassy
Rocks and porphyry
Rhyolite
Vesicular texture: voids created by rapid
cooling which causes air bubbles to be
trapped inside.
 examples: rhyolite, andesite, basalt

Pyroclastic rocks
fragmental rocks usually associated with Andesite
violent or explosive type of eruption.
Examples tuff and pyroclastic flow deposits
(ignimbrite)
 Igneous rocks are also classified according to silica
content and relative amounts of K, Na, Fe, Mg and Ca.
 They can be classified as felsic, intermediate, mafic
Basalt
and ultramafic, practically based on presence of light
and dark colored minerals.
 The relatively dark minerals are olivine, pyroxene,
hornblende and biotite.
 The relatively light-colored minerals are plagioclases,
feldspars, quartz and muscovite.
 felsic: granitic: >65% silica, generally light-colored
 intermediate: andesitic: 55-65% silica, generally
medium colored (medium gray)
 mafic: basaltic: 45-55% silica, usually dark colored
 ultramafic: <45% silica, generally very dark colored
Ignimbrite

Metamorphic
formed below the surface of the earth through the
Rocks
process of metamorphism with the
recrystallization of minerals in rocks due to
changes in pressure and temperature conditions
Agents of Metamorphism
 Heat - Provides the energy needed to drive
chemical reactions
 Pressure - Causes a more compact rock with
greater density

Contact and Regional Metamorphism

Contact metamorphism
Metamorphic heat and reactive fluids as main factors:
Rocks occur when a pre-existing rock gets in

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 contact with magma which is the source
of heat and magmatic fluids where
metamorphic alterations and
transformations occur around the contact
/ metamorphic aureole of the intruding
magma and the rock layers.
Gneiss
The aureole occurs on different scales
depending on the sizes of the intruding
magma and the amount of water in the
intruded rocks and the reactive fluids
coming from the magma.
creates non-foliated metamorphic rocks
example: hornfels
Regional metamorphism
 pressure as main factor: occurs in areas that Schist

have undergone considerable amount of

mechanical deformation and chemical
recrystallization during orogenic event which are
commonly associated with mountain belts
 occurs in a regional/large scale
 creates foliated metamorphic rock
 examples: schist, gneissn-foliated rocks like
marble also form through regional
metamorphism, where pressure is not intense, far
from the main geologic event

B. The Rock Cycle

o Rock cycle diagram: https://www.learner.org/series/interactive-rock-cycle/

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  constant recycling of minerals
 Illustrates how geologic processes occurring both underneath and, on the Earth’s, surface can
change a rock from one type to another.

ACTIVITY

Collect at least five rock samples in your place and take a photo of the samples. Describe the
characteristics of each rock depending on their appearance, texture, color, and layers (or bands).
Then classify them as to igneous, sedimentary, or metamorphic rock. Submit the activity in a
separate paper. You can print the pictures with label or send an e-copy through e-mail/ google
classroom or through any social media account (FB, IMO, etc.)

Type of Rock:
Description:
1 Importance: _

Type of Rock:
2 Description:
Importance:

Type of Rock:
3 Description:
Importance:

Type of Rock:
4 Description:
Importance:

Type of Rock:
5 Description:
Importance:

What’s More

UNDERSTANDING SCIENCE WORDS

Crossword Puzzle
Answer the questions below that refer to the terms about the characteristics and different types
of rocks. Write your answer only for the numbered/unshaded area in a separate paper.

10 O

9P
1C 7A C
2C

6E
8C

3M

I
4R

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 5P

ACROSS
1. rocks formed from accumulation of clasts little pieces
2. formation of igneous rocks due to hardening of magma
3. transformation of one rock type into another
4. combined aggregation of minerals
5. composed of ejected fragments
6. a.k.a. volcanic rock
7. fine grained rock
DOWNWARD
8. sediments bind together due to increase in pressure
9. coarse grained
10. sedimentary rocks formed from plants and animals.

What I Have Learned

Fill in the table below by providing basic information about the types of rocks. You may
refer to the words in the box below. Write in a separate sheet.
Igneous Sedimentary Metamorphic

Types

Examples

Process of formation

WORD LISTS
Lithification pumice clastic
Metamorphism sandstone intrusive
Cooling andesite extrusive
Cementation slate non- clastic
Deposition marble contact metamorphism
Compaction obsidian regional metamorphism
Basalt limestone

Fill in the Venn Diagram to determine the similarities and differences of the three types of rocks.

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 What I Can Do

Concept Mapping. A copy of the Rock Cycle and Types of Rocks will be completed and
passed in a separate sheet.

Words/phrases to choose from:

Pressure Igneous Non- clastic Precipitates
Clastic Biological matter Regional Sedimentary
Extrusive Maybe vesicular Lava cools quickly Contact
Rocks Classified by size Compacted sediments Evaporites
Heat Large crystals form Contains air bubbles Intrusive
Building blocks of Metamorphic Small or no crystals forms Mineral
Magma cools slowly Classified on how they Rocks change due to Generally forms from
are formed temperature and/or the compaction and
Forms from cooling and solidification of lava or pressure change cementation of
magma sediments

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Petrologist classifies rocks based on how they were formed. What is the branch that deals with the
study of rocks?
A. Biology B. Geology C. Paleontology D. Petrology
2. Halite is made when a body of seawater becomes closed off and evaporates and salt precipitates out
and is deposited as crystallized halite. What type of sedimentary rock is formed?
A. Clastic B. Chemical C. Organic D. Pyroclastic
3. Igneous rock is divided into two groups, extrusive and intrusive Extrusive igneous rocks form when
magma makes its way to its surface as lava and the cools forming rocks. Which of the following will be the
characteristics of
A. Crystals are coarse grained.
B. Crystals are fine grained.
C. Crystals are very large.
D. Crystals are phaneritic
4. Regional metamorphism occurs due to changes in pressure and temperature over a large region of the
crust. It may happen when rock is buried deep below the surface or where pieces of the Earth’s crust
collide. Which is a metamorphic rock?
A. Breccia B. Conglomerate C. Marble D. Sandstone
5. Igneous and metamorphic rock can be buried and undergo tremendous heating and stress. What is the
process of transformation of one rock type into another?
A. Compaction B. Lithification C. Metamorphism D. weathering

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6. What type of rocks are formed from sediments over long period of time?
A. Igneous Rocks C. Metamorphic Rocks
B. Sedimentary Rocks D. Minerals
7. This refers to a type of rock that was heated and compressed over time. Which best fits the description?
A. Igneous B. Metamorphic C. Sedimentary D. All are correct
8. What is the natural process that causes one kind of rock to change into another kind?
A. weathering B. rock cycle C. Sediments D. Metamorphism
9. A rock that forms when magma hardens beneath Earth’s surface is called an:
A. Intrusive metamorphic rock
B. Extrusive sedimentary rock
C. Intrusive igneous rock
D. Extrusive igneous rock
10. Which of the following is an example of an igneous rock?
A. Limestone B. Coal C. Sandstone D. Granite
11. Which of the following represents the correct order of the processes responsible for the formation of
sedimentary rocks?
A. Erosion, weathering, compaction, cementation, deposition
B. Compaction, cementation, deposition, weathering, erosion
C. Deposition, cementation, compaction, erosion, weathering
D. Weathering, erosion, deposition, compaction, cementation
12. A student obtain a cup of quartz sand from a beach. A saltwater solution is poured into the sand and
allowed to evaporate. The mineral residue from salt water solution cements the sand grains together,
forming a material that is most likely an:
A. Extrusive igneous rock C. sedimentary rock
B. intrusive igneous rock D. metamorphic rock
13. Which of the following is true about rocks?
A. Rocks are composed of only one mineral.
B. Most rocks are a mixture of minerals.
C. Rocks do not contain minerals.
D. Coal is not considered a rock.
14. What is the type of rock formed from lava that cools quickly that results to finer grain and smaller size
of crystals?
A. Extrusive igneous rock
B Intrusive igneous rock
C. Sedimentary rock
D. Metamorphic rock
15. Fossils are found on this type of rocks.
A. Extrusive igneous rock
B. Intrusive igneous rock
C. Metamorphic rock
D. Sedimentary rock

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 Additional Activities

Complete the concept map using the words below.

Rocks can be classified on how they were formed

Forms from cooling and Formed from compaction Rocks change due to temperature
and pressure change
solidification of magma and cementation

Magma cools slowly Compacted sediments Heat

classified by size

Lava cools quickly Evaporates, precipitate, biological Pressure

matter

Metamorphic Clastic Contact metamorphism

Sedimentary Extrusive Regional Metamorphism
Non- Clastic Igneous Intrusive

References
 Olivar II, J.S., Rodolfo, R.S. and Cabria, H.B. (2016) Exploring Life Through Science
Series: Earth Sence. Phoenix Publishing House
 Religioso, T. F. and Vengco, L. G.(2016) You and the Natural World: Earth and Life
Science. Phoenix Publishing House
 Thompson G.R. and Turk J. (2012). Introduction to Earth Science. Cengage Learning Asia
PTE Ltd. (Philippine Branch)
 (1) Rock flowchart by Michael Sammartano (Accessed 09/18/2015) blank template:
http://www.hmxearthscience.com/Sammartano/Rocks%20Flow%20Chart.pdf
 filled up template by combining data from the following videos:
 a. Introduction to Igneous Rocks https://ww.youtube.com/watch?v=aCnAF1Opt8M
 b. Introduction to Sedimentary Rocks https://www.youtube.com/watch?v=Etu9BWbuDlY
 c. Metamorphic Rocks Video https://www.youtube.com/watch?v=1oQ1J0w3x0o
 https://www.learner.org/series/interactive-rock-cycle/
 https://www.learner.org/subject/science/

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 5

EXOGENIC PROCESSES:
WEATHERING AND EROSION

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 Lesson EXOGENIC PROCESSES:
1 WEATHERING AND EROSION
The earth’s surface is composed of water and landmasses. The solid portion is made out of rocks and
minerals that could experience changes either physically or chemically. The weathered materials are
transported by different agents from one place to another and will settle down in a particular area. These
progressions that happen is achieved by forms called exogenic processes. It includes weathering,
erosion, and deposition.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the properties of
minerals. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students.
The module covers:
• Lesson 5 – Exogenic Processes

After going through this module, you are expected to:

1.describe how rocks undergo weathering;
2.identify the agents of erosion; and
3.explain how the products of weathering are carried away by erosion and deposited elsewhere.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. A plant is growing into the base of a stone monument and creating a crack on it? This is an
example of _ _ _.
A. Thawing C. chemical weathering
B. Freezing D. mechanical weathering
2. Some minerals dissolve rapidly in water while others do not. If you put crystals of halite or rock
salt in water, the crystals rapidly dissolve to form a solution. What is the type of chemical
weathering exhibited by the mineral halite?
A. abrasion C. dissolution
B. oxidation D. hydrolysis
3. Stalactites and stalagmites on caves are a popular attraction. These were formed through
deposition of calcium carbonate and other minerals. What type of weathering occurred during the
process?
A. freezing and thawing C. mechanical weathering
B. chemical weathering D. thermal and pressure change
4. Water reacts with one mineral to form a new mineral that has water part of crystal structure. A
mineral feldspar, the most abundant on the Earth’s crust weathers by the process of chemical
weathering. What is the process that is exhibited by the feldspar?
A. Oxidation C. dissolution
B. hydrolysis D. pressure-release fracturing
5. Rusting is an example of chemical weathering. What is the process involved?
A. pressure-release fracturing C. hydrolysis
B. dissolution D. oxidation
6. Rocks and sand collide with one another when currents or waves carry them along a stream or
beach. During these collisions, their sharp edges and corners wear away and the particles become
rounded. What is the mechanical weathering of rocks by friction and impact?
A. abrasion C. hydrolysis
B. oxidation D. dissolution
7. Which of the following human activities result in moving the sediments from one place to another?
A. cultivating soil and gardening C. building a highway

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 B. developing new athletic field D. all of the above
8. Which of the following is NOT an agent of erosion?
A. glacier C. wind
B. gravity D. rocks
9. All of the following are the advantages of wind barrier such as row of trees along the edge of field
EXCEPT:
A. conserve moisture C. protect crops from the effects of wind
B. trap the blowing wind D. increase the effects of wind erosion.
10. The process by which rocks on the earth’s surface breaks down or changes its composition is called
.
A. erosion C. weathering
B. deposition D. mass wasting
11. Which of the following processes does NOT cause physical weathering?
A. Oxidation C. burrowing of animals
B. freezing and thawing D. temperature and pressure
12. Which of the following processes does NOT cause chemical weathering?
A. oxidation C. dissolution
B. hydrolysis D. temperature
13. Which of the following processes of chemical weathering occur in the formation of stalactites and
stalagmites?
a. Oxidation C. dissolution
b. Hydrolysis D. all of the above
14. What statement is NOT correct about dissolution?
A. It happens when elements react with atmospheric oxygen.
B. Rocks and minerals dissolve rapidly when water is either acidic or basic.
C. Limestone composed of calcite is weathered and develops caves through time.
D. The crystal of halite dissolves rapidly and completely in water to form a solution.
15. Soil is an essential component of the earth’s crust. What is the composition of the soil?
A. a mixture of clay, dust, and sand
B. a mixture of silt, dust, sand, and water
C. a mixture of rock, dust, sand, water, and gas
D. a mixture of grains, organic matter, H2O, and gas

What’s In
Activity 1

Organize the disordered letters. Describe each term briefly. Write in a separate paper.

S K O R C
E I G N O S U
E I M N D S E T S
N A I O T G D I S I N T E R
P O I C M O N I O T S D E

What’s New
Activity 2. Write your answers in a separate sheet.
Weathering is the process of disintegration (physical) and decomposition (chemical) of rocks. Weathering
is a process of breaking down rocks into small particles such as sand, clay, gravel and other fragments.
There are two types of weathering: mechanical weathering and chemical weathering. This activity will
allow you to differentiate physical changes from chemical changes.

Instructions:
1. Prepare the needed materials: two pieces of paper and match.
2. Tear one paper, observe, and record your answer.
3. Burn the other paper, observe, and record your answer.

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 4. Based on your observation, differentiate the changes after tearing and burning.

Tearing of paper Burning of paper

Before Before

After After

Activity 3
Spot the difference/s.

What can you say about the image? Do you see any difference?

What is It

Mechanical weathering or physical weathering is the breakdown of rocks into pieces without any
change in its composition. In this process, the size and shape of rocks changes and this occurs because
of the following factors shown in the table below.

Factors Description
Due to tectonic forces, granite may rise to form mountain range. After the granite
Pressure ascends and cools, the overlying rocks and sediments may erode. At the point when
the pressure diminishes, the rock expands, cools, and became brittle and fractured.
Rocks expand and are fractured when expose to high temperature. However, if the
Temperature temperature drops to 0°C (freezing point of water), it also expands and causes
fracture.
Frost Generally, rocks have fracture in its surface and when water accumulates in the crack
Wedging and at that point freezes, the ice expands and breaks the rock apart.
The breakdown of rocks is caused by impact and friction. This primarily occurs during
Abrasion collision of rocks, sand, and silt due to current or waves along a stream or seashore
causing sharp edges and corners to wear off and become rounded.
Organic The roots grow causing penetration into the crack, expand, and in the long run, break
Activity the rock.
Human Activities such as digging, quarrying, denuding forests and cultivating land contribute
Activities to physical weathering.

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 Burrowing Animals like rats, rabbits and squirrels excavate into the ground to create a space for
Animals habitation.

Activity 4

a. Identify the factors of physical weathering shown in each picture. Write your answers in a
separate sheet.

1.

2.

3.

In chemical weathering, there are changes in the composition of rocks due to the chemical reactions
presented below.

Chemical Description
Reactions
Dissolution It occurs in specific minerals which are dissolved in water. Examples of these
minerals are Halite (NaCl) and Calcite (CaCO3). The formation of stalactites and
stalagmites in caves are brought about by this chemical reaction.
Hydrolysis Rock-forming minerals like amphibole, pyroxene, and feldspar react with water and
form different kinds of clay minerals.
Oxidation It is the response of oxygen with minerals. If the iron oxidizes, the mineral in rocks
decomposes. Rusting is an example of this chemical reaction.

1. Analyze each picture. Identify the chemical reaction that causes chemical weathering. Write
your answers in a separate sheet.

4.

5.

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 What’s More

a. Weathering is an important process in the formation of soil. Soil is a mixture of grains,

organic matter, H2O, and gas.
b. Plants, animals, and humans play an important role in the erosional process. Erosion is
the separation and removal of weathered rocks due to different agents like water, wind,
and glacier that causes transportation of the material to where they are deposited.

Activity 5
Answer the following questions in another sheet.

1. How do animals cause erosion?

2. How do human activities affect the rate of erosion?

Activity 6
Illustrate the agents of erosion and explain how each of them causes erosion. Write your answers
in a separate sheet.

3. 2. 1.

The movement of sediments downslope under the influence of gravity is called mass wasting.
The example of this are fall, slide, avalanche, and flow. On the other hand, deposition is the
process in which the weathered materials carried out by erosion settle down in a particular
location.

Activity 7

Define the type of mass movement. Write your answers in a separate sheet.

1. Fall

2. Slide

3. Flow

4. Spread

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5. Topple

Activity 8

Crossword puzzle: Identify the terms being described across and down that refer to the agents of
exogenic processes. Write your answers in a separate sheet.

1 7 8

9
6

10

ACROSS
1. It refers to the aggregation or accumulation of weathered sediments to create different landforms.
2. It is associated with many agents because it pulls the materials downslope.
3. It is a major erosional agent on areas on Earth’s surface that experience both limited precipitation
and high temperature.
4. It is one of the components of lithosphere.
5. It has the power to move large particles of weathered material than wind does.
6. It has the capacity to carry huge rocks and piles of debris over great distances.

DOWNWARD
7. It is the process that transports Earth’s materials from one place to another.
8. It is the process wherein materials are carried away.
9. It refers to the downslope movement of weathered materials along a well-defined surface.
10. It refers to the movement of saturated materials downslope like liquid.

What I Have Learned

Activity 9
Complete the concept map using the words below. Write your answers in a separate sheet.

Water Organic Activity Chemical Frost wedging

Hydrolysis Deposition Wind Exogenic Process
Burrowing Dissolution Abrasion Pressure
Physical Weathering Erosion Oxidation
Glacier Human Activities Temperature

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 A. Activity 10
Fill in the blanks with the correct answer. Write the answers only in a separate sheet.
1. The process of breaking down rocks either physically or chemically is called .
2. is the breakdown of rocks into pieces without any change in its composition.
3. is the response of oxygen with minerals.
4. is a mixture of grains, organic matter, H2O, and gas.
5. is the breakdown of rocks that is caused by impact and friction.
6. The change in the composition of rocks is called .
7. The separation and removal of weathered rocks due to different agents like water, wind, and glacier is
called .
8. The movement of sediments downslope under the influence of gravity is .
9. The process in which the weathered materials carried out by erosion and gravity settle down in a
particular location is called .
10. is a chemical reaction wherein rock forming minerals react with water and
form different kinds of clay minerals.

What I Can Do
Activity 11

Write a paragraph or two about the following question in a separate sheet.

Soil is an essential component of the earth’s crust. It enabled life to exist and provides the
services necessary for human survival. What is the effect of soil erosion? What will you do to protect the
community?

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. It is a process that does NOT alter the composition of material.

A. Abrasion C. chemical weathering
B. organic activity D. mechanical weathering
2. The rocks are fractured, cracked, and broken down into small pieces. What is the type of weathering?
 Oxidation C. physical weathering
 pressure change D. chemical weathering
3. Which of the following is an example of oxidation?
a. Rusting C. feldspar decomposes to form clay
b. halite dissolves in water D. stalactites and stalagmites formation
4. Which activity does NOT facilitate erosion?
a. Kaingin C. loss of plant cover
b. Planting D. steepening of slope
5. Which of the following diagram is TRUE about exogenic processes?
a. weathering – erosion – transport-deposition
b. sediments – erosion – weathering – transport
c. sediments – transport – erosion – weathering
d. erosion – sediments – weathering – transport- deposition
6. The removal and transport of weathered material from one place to another is called _ _.
a. Erosion C. weathering
b. Deposition D. sublimation
7. Which of the following is not an agent of erosion?
A. Wind C. rocks
B. Water D. glacier
8. Which of the following is NOT a role of gravity in erosion?
A. It moves glaciers down slope.
B. It loosens the land materials.
C. In mountains, it moves down large slabs of rocks.
D. It acts as agents of mass wasting like landslides, fall, mudflows, and avalanches.
9. What is the term that refers to the process wherein rocks break down into pieces?
A. erosion C. weathering

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 B. deposition D. mass wasting
10. Water reacts with one mineral to form a new mineral. Feldspar when weathered forms clay. What
process of chemical weathering is involved?
a. Oxidation C. dissolution
b. Hydrolysis D. all of the above
11. The repeated thawing and freezing of water in the cracks of rocks is known as
A. Solution C. oxidation
B. abrasion D. frost wedging
12. Which of the following does NOT cause chemical changes in the composition of rocks?
A. Abrasion C. dissolution
B. oxidation D. hydrolysis
13. When rusting of iron takes place, weathering is manifested by .
A. abrasion C. hydrolysis
B. oxidation D. dissolution
14. The following are exogenic processes occurring on the earth surface EXCEPT:
A. erosion C. deposition
B. eruption D. weathering
15. Which of the following is the process by which sediments settle down in a particular area?
a. transport
b. deposition
c. weathering
d. deformation

Additional Activities
Draw and explain in a separate sheet how the products of weathering are carried away by
erosion and deposited elsewhere.

Explanation:

References
 Albarico, Joni. 2016. Earth and Life Science. Lipa City, Batangas: Scolaire Publishing
 Bayo-ang et al. 2016. Earth and Life Science for Senior High School. Quezon City:
Educational Resources Corporation
 Olivar II, J S., Rodolfo, R. and Hillel Cabria. 2016. Exploring Life through Science Earth
Science. Quezon City: Phoenix Publishing House, Inc.
 Salandanan, G.G., Faltado, R.E., and Lopez, M.B. 2016. Earth and Life Sciences for Senior
High School. Quezon City: Lorimar Publishing, Inc.
 Sia, SR D. and Leah Amor S. Cortez. 2016. SCIENCE in Today’s World for Senior High
School Earth and Life Science. Quezon City: Sibs Publishing House, Inc.
 Thompson, G.R. and Jonathan Turk. 2012. Introduction to Earth Science. Pasay City:
Cengage learning Asia Pte Ltd.

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 6

THE EARTH’S INTERNAL HEAT

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 Lesson
THE EARTH’S INTERNAL HEAT
1
Heat energy plays a vital role in our planet. It is one of the extreme factors in what makes the world
livable. If you think of a volcano, you know Earth must be hot inside. The heat inside of our planet moves
continents, build mountains and causes earthquakes, but where does all this heat inside the earth come
from?

Sources of heat in our planet can be identified as Primordial and Radiogenic heat. During the early
formation of the Earth, the internal heat energy that gradually gathered together by means of dispersion in
the planet during its few million years of evolution is called Primordial heat. The major contribution of this
internal heat is the accretional energy – the energy deposited during the early formation of a planet. The
core is a storage of primordial heat that originates from times of accretion when kinetic energy of colliding
particles was transformed into thermal energy. This heat is constantly lost to the outer silicate layers of
the mantle and crust of the earth through convection and conduction. In addition, the heat of the core
takes tens of thousands of years to reach the surface of the earth. Today, the surface of the earth is
made of a cold rigid rock since 4.5 billion years ago, the earth’s surface cools from the outside but the
core is still made of extremely hot material.

On the other hand, the thermal energy released as a result of spontaneous nuclear disintegration is
called Radiogenic Heat. It involves the disintegration of natural radioactive elements inside the earth –
like Uranium, Thorium and Potassium. Uranium is a special kind of element because when it decays, heat
(radiogenic) is produced. Estimated at 47 terawatts (TW), the flow of heat from Earth's interior to the
surface and it comes from two main sources in equal amounts: the radiogenic heat produced by the
radioactive decay of isotopes in the mantle and crust, and the primordial heat left over from the formation
of the Earth. Radioactive elements exist everywhere on the earth in a fairly significant concentration.
Without the process of radioactive decay, there would be fewer volcanoes and earthquakes – and less
formation of earth’s vast mountain ranges.

This module was designed and written with you in mind. It is here to help you master the nature of Earth
and Life Science. The scope of this module permits it to be used in many different learning situations.
There

What I Need to Know

will be series of activities that should be answered to complete this module. Enjoy!
The module covers:

 Lesson 1 – The Earth’s Internal Heat

After going through this module, you are expected to:

1. Describe where the Earth’s internal heat comes from.
2. Identify the sources of Earth’s internal heat; namely, radiogenic heat and primordial heat.
3. Describe the parts and function of Earth’s interior.
4. Describe the processes of heat transfer in Earth’s mantle.

What I Know
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 Directions. Read each question and choose the correct answer. Write your answer on a separate
sheet of paper.

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 1. Why does radioactive decay play a very important role in earth’s internal heat?
A. Radioactive element can be found anywhere in the planet.
B. When radioactive element decays, it produces heat.
C. Spontaneous nuclear disintegration of radioactive elements produced thermal energy.
D. All of the above
2. How does the conduction in the surface of the earth affect the temperature of our atmosphere?
A. Air molecules come in contact with the warmer surface of the land and ocean resulting to the
increase of its thermal energy.
B. Air molecules come in contact with the cooler surface of the land and ocean resulting to the
decrease of its thermal energy.
C. Air molecules does not come in contact with the warmer surface of the land and ocean
resulting to the increase of its thermal energy.
D. Air molecules do not come in contact with the cooler surface of the land and ocean resulting to
the increase of its thermal energy.
3. How does convection in Earth’s mantle affects the formation of landmass like volcano and mountain?
A. Heat tries to escape in the interior of the earth.
B. Collision and separation of tectonic plates happens due to the slow motion of convection cells.
C. When warm material in the mantle rises up to the surface (ground), it will cool and sinks,
these cooled materials will eventually be turned into landmass.
D. All of the above
4. What is produced by the radioactive decay of isotopes in the mantle and crust?
A. radiogenic heat C. superheating
B. primordial heat D. heat from the sun
5. This refers to the heat left over from the formation of the Earth?
A. radiogenic heat C. superheating
B. primordial heat D. heat from the sun
6. How much is the approximate terawatts in the flow of heat in Earth’s interior to its surface?
A. 41 terawatts C. 47 terawatts
B. 43 terawatts D. 49 terawatts
7. Which of the following is the outermost layer of the Earth?
A. Crust C. discontinuity
B. Core D. mantle
8. Which of the following stores magma and located in a region just beneath the crust all the way to the
core?
A. crust C. inner core
B. outer core D. mantle
9. What heat transfer of fluid in the Earth’s interior results to the movement of rocky mantle up to the
surface?
A. convection current C. insolation
B. conduction D. radiation
10. Which of the following are boundaries between the three major layers of the Earth?
A. Arches C. poles
B. Discontinuities D. plates
11. What refers to the shaking of the surface of the Earth resulting from a sudden release of energy
caused by a convection current?
A. Earthquake C. storm surge
B. volcanic eruption D. hurricane
12. How does the mantle behave as a viscous fluid on a geological time scale?
A. presence of high radiation C. existence of high temperature
B. absence of high-pressure D. decrease in altitude
13. What kind of heat transfer occurs mostly on the Earth’s surface?
A. Conduction C. insolation
B. Convection D. radiation
14. What kind of process by which heat energy is transmitted through collisions between neighboring
atoms or molecules?
A. Conduction C. insolation
B. Convection D. radiation
15. What are the two factors that affect conduction on the Earth’s surface?
A. Radioactive decay and nuclear disintegration of elements.
B. Heat from the Earth's core and radiation from the Sun.
C. Movement of plates and radiation from the Earth’s core.
D. Stored magma and volcanic eruption.

What’s In

 Activity 1: Earth’s Layers

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Directions. Label the diagram below with the names of each layers. Include a brief description of each of
the Earth’s layer.
THE STRUCTURE OF THE EARTH

1. Activity 2: Which of which?

Directions. Identify the sources of internal heat by writing RH for radiogenic heat and PH for primordial
heat. Write your answer on a separate sheet of paper.

1. Presence of different isotopes of heat producing element in the mantle and crust.
2. Internal heat accumulated by dissipation of planet.
3. Release of accretional energy.
4. Processes involved in mantle convection.
5. Release of thermal energy as a result of spontaneous nuclear disintegration.

What’s New

Sources of Heat and Heat Transfer

Both sources of heat whether primordial or radiogenic undergo heat transfer and it plays an
important role to the continuous changes and development of our planet. In connection, another part of
this module describes the heat transfer in the Earth. Three processes can transfer heat: conduction,
convection, and radiation.
Conduction governs the thermal conditions in almost entire solid portions of the Earth and plays
a very important role in the lithosphere. Its processes happen in the earth’s surface. Conduction
is one of the three main ways that heat energy moves from place to place. Technically, it can be
defined as the process by which heat energy is transmitted through collisions between
neighboring atoms or molecules. Heat from the Earth's core and radiation from the Sun is
transferred to the surface of the Earth by conduction. Contact of the atmosphere with these warm
surfaces transfers thermal energy, which then heats up the rest of the air through convection.

Convection involves transfer of heat by the movement of mass, which is a more efficient means
of heat transport in the Earth compared to pure conduction. Convection dominates the thermal
conditions in the zones where large quantities of fluids (molten rocks) exist, and thus governs the
heat transport in the fluid outer core and the mantle. In geological time scale, the mantle behaves
as a viscous fluid due to the existence of high temperatures. In convection current, the mantle of
the earth moves slowly because of transfer of heat from the interior of the earth up to the surface.
This result to the movement of tectonic plates. Hot materials are added at the edges of a plate
and then it cools. At those edges, it becomes dense by its exposure from the heat and sinks into
the earth at an ocean trench. This start the formation of volcanoes.

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 Radiation is the least important mode of heat transport in the Earth. The process of heat
exchange between the Sun and the Earth, through radiation, controls the temperatures at the
Earth's surface. Inside the Earth, radiation is significant only in the hottest parts of the core and
the lower mantle. When the land and water become warm in summer, they emit long –
wavelength infrared radiation that is readily absorbed by the atmosphere. This continues during
night time too. Convection in the air then spreads out the thermal energy throughout the
atmosphere.

1. Activity 3: Find Me

Directions. Encircle the 10 words listed below. Words may appear straight across, back-word straight
across, up, and down.

MANTLE CONVECTION
CURRENT PRIMODIAL
EARTH RADIOGENIC
TECTONIC HEAT
RADIATION CONDUCTION

S M V X R S B J E R X C H K N
O Y U D H W L T L Y Q S L S Z
Q N Z E C I N E G O I D A R N
Y B A D W O P Q B Q X V Q C V
C T M H B R Y D J K R U S D E
D O U F C O N V E C T I O N A
T F N L A I D O M I R P U B R
L N K D E C Z K I X U J F D T
S X E Z U L I H C T E S I S H
P D K R E C T N E K A K G Y D
O I S H R A T N O V W I A V Z
M N D C D U H I A T O T D I K
Q V Y Z W S C L O M C G O A P
R S N E P X O M Q N F E B J R
N A K Z F A Q U J C X S T K Q

What is It
2. Activity 4: Fill me up!

Directions. Use the word bank to fill in the gaps in the passage below. Write your answers on a separate
sheet of paper.

Convection Earth’s plates

Plates
Convection current Earthquakes
Volcanoes
Crust Plate tectonics

The surface layer of the earth is called the . This layer is broken up into
pieces called . These “float” on the mantle. Heat rising and
falling inside the mantle creates current called . The
current move the . This movement is known as . The
movement of the earth’s plate causes earthquakes and .

What’s More
What’s inside the Earth’s Mantle?

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 Figure A. Convection

Figure B. Conduction

Figure A shows a convection cell, warm material rises (up to the surface of the earth) and cool material
sinks. These cooled materials will eventually turn to land formation. In mantle convection, the heat source
is the core. The core of the earth is very hot. It is nearly as hot as the surface of the sun – about 6000˚C.
Convection current is relevant to the movement of tectonic plate because the heat builds up pressure
underneath the crust (tectonic plates). As they become unstable, they push against each other
(subduction) and rise upwards or one goes under the other.

Figure B shows the process of conduction on how air molecules come in contact with the warmer surface
of the land or ocean, resulting to the increase of its thermal energy through conduction. The thermal
energy of the core is transferred to the surface of the earth and the lower levels of ocean by conduction.

3. Activity 5: Picture Analysis

Directions. Read and analyze figures A and B. Answer the questions stated below in a separate sheet.

 Figure A shows the process of convection in the earth’s mantle. How does it affect the formation
of mountains and the temperature in the surface (ground)?

 How the convection current affects the movement of tectonic plates?

 How convection in earth’s interior and conduction in the surface affect the temperature in our
atmosphere?

 How subduction cause the formation of land mass like mountains and volcano?
_

 Why does earthquake occur in subduction zone? (The area where subduction occur)

Synthesis: Based from figure A and B, how convection and conduction is inter-related?

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 4. Activity 6: Crossword Puzzle
Directions. Complete the crossword by filling in the word that describes each clue.
6
7

9
1 8

Across:
2. air molecules come in contact with warmer molecules
3. crust are made up of puzzle – like landmass called .
4. rising and falling movement of material in the mantle
5. when tectonic plates push with each other
7. it is the result of movement of earth’s plate
Down:
1. elements that play a vital role in Earth’s internal heat
6. least important mode of heat transport
8. warm material rise; cool material .
9. heats build up underneath the crust

What I Have Learned

Directions. Read each question and fill in the blanks with the correct term to complete the
statement. Write your answer on a separate sheet of paper.

1. in the interior of the earth can be classified as primordial and radiogenic

heat.
2. The thermal energy released as a result of spontaneous is called Radiogenic
Heat while the internal heat energy accumulated by in a planet during its few million
years of evolution is called Primordial heat.
3. There are three processes can transfer heat: , , and radiation.
4. governs the thermal conditions in almost entire solid portions of the Earth and
plays a very important role in the lithosphere.
5. involves transfer of heat by the movement of mass, which is a more efficient
means of heat transport in the Earth compared to pure conduction.
6. is the least important mode of heat transport in the Earth.
7. Convection current is relevant to the movement of because the heat
builds up pressure underneath the crust.
8. The of the core is transferred to the surface of the earth and the lower
levels of ocean by conduction.
9. Air molecules come in contact with the warmer surface of the land or ocean, resulting to the
increase of its .
10. The area where subduction occur is called .

What I Can Do

Illustrate and Explain

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Directions. Illustrate the example indicated in the given scenario in the box where conduction and
convection are applied. Then, relate it to the processes occurring in the Earth’s internal heat. Answer in a
separate sheet.

CONDUCTION

Chocolate candy in your hand will eventually melt as the heat from your body is released and makes it
melted.

Explanation:

CONVECTION

A heater in the hot air balloon heats the air. The air inside is trapped causing the balloon to rise.

Explanation:

Assessment

Directions. Read each question and choose the correct answer. Write your answers on separate
sheet of paper

1. What process by which heat is directly transmitted through a substance when there is a difference of
temperature or between adjoining regions, without movement of the material?
a. Conduction C. insolation
b. convection D. radiation
2. Why radioactive decay plays a significant role in Earth’s internal heat?
a. Radioactive element can be found anywhere in the planet.
b. When radioactive element decays, it produces heat.
c. Spontaneous nuclear disintegration of radioactive elements produced thermal energy.
d. All of the above
3. Which of the following is described as the process of heat exchange between the Sun and the Earth
that controls the temperatures of the latter?
a. Conduction C. insolation
b. Convection D. radiation
4. What is produced by the radioactive decay of isotopes in the mantle and crust?
a. radiogenic heat C. superheating
b. primordial heat D. heat from the sun
5. How the conduction in the surface of the earth affect the temperature of our atmosphere?
a. Air molecules come in contact with the warmer surface of the land and ocean resulting to the
increase of its thermal energy.
b. Air molecules come in contact with the cooler surface of the land and ocean resulting to the
decrease of its thermal energy.
c. Air molecules do not come in contact with the warmer surface of the land and ocean resulting
to the increase of its thermal energy.
d. Air molecules do not come in contact with the cooler surface of the land and ocean resulting to
the increase of its thermal energy.
6. What are the two factors that affects conduction on the Earth’s surface?
a. radioactive decay and nuclear disintegration of elements
b. heat from the Earth's core and radiation from the Sun
c. movement of plates and radiation from the Earth’s core
d. stored magma and volcanic eruption
7. What kind of process by which heat energy is transmitted through collisions between neighboring atoms
or molecules?
a. Conduction C. insolation
b. Convection D. radiation
8. What kind of heat transfer occurs mostly on the Earth’s surface?

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 a. Conduction C. insolation
b. Convection D. radiation
9. How does the mantle behave as a viscous fluid on a geological time scale?
a. Radiation C. temperature
b. Pressure D. altitude
10. What refers to the shaking of the surface of the Earth resulting from a sudden release of energy caused
by a convection current?
a. Earthquake C. storm surge
b. volcanic eruption D. hurricane
11. Which of the following are boundaries between the three major layers of the earth?
a. arches C. poles
b. Discontinuity D. plates
12. What heat transfer of fluid in the earth’s interior results to the movement of rocky mantle up to the
surface of the earth?
a. Convection C. current insolation
b. Conduction D. radiation
13. Which of the following stores magma and located in a region just beneath the crust all the way to the
core?
a. Crust inner C. core
b. outer core D. mantle
14. Which of the following is the outermost layer of the Earth?
a. Crust C. discontinuity
b. Core D. mantle
15. How much is the approximate terawatts in the flow of heat in Earth’s interior to its surface?
a. 41 terawatts C. 47 terawatts
b. 43 terawatts D. 49 terawatts

References
 Gerald Schubert; Donald Lawson Turcotte; Peter Olson (2001). "Chapter 2: Plate
tectonics". Mantle convection in the earth and planets. Cambridge University
 Press. pp. 16 ff. ISBN 978-0-521-79836-5.
 Green, Ronald. 2007. “Numerical Simulation of Thermal – Hydrological Processes
 Observed at the Drift-Scale Heater Test at Yucca Mountain, Nevada.” Elsevier
 Geo – Engineering Book Series, vol. 2 (2004) 175 – 180.
 https://sciencedirect.com/science/article/pii/S1571996004800375
 Kobes, Randy. "Mantle Convection". Archived from the original on 9 June 2011.
 Retrieved 26 February 2020. Physics Department, University of Winnipeg
 McDonough, W.F. (2003), "Compositional Model for the Earth's Core", Treatise on
 Geochemistry, Elsevier, pp. 547
568, Bibcode:2003TrGeo...2..547M, doi:10.1016/b0-08-043751-6/02015-
6, ISBN 9780080437514
 Pease, V., Percival, J., Smithies, H., Stevens, G., & Van Kranendonk, M. (2008).
 “When did plate tectonics begin? Evidence from the orogenic record. When did
plate tectonics begin on planet Earth, 199–208.
 Stern, R. J. (2008). Modern-style plate tectonics began in Neoproterozoic time: An
 alternative interpretation of Earth’s tectonic history. When did plate tectonics
begin on planet Earth, 265–280.

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 SENIOR HIGH SCHOOL

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 Lesson
MAGMATISM
1

Quarter 1 - Module 7

MAGMATISM

Do you still remember what happened to Taal Volcano last January 12, 2020? Yes, you are right. This
volcano, which is located at the province of Batangas, spewed ash plumes up to nine miles (14
kilometers) into the air due to a “steam-driven” or phreatic eruption. According to the Philippine Institute of
Volcanology and Seismology (PHIVOLCS), for the past two days, over 600 volcanic tremors have been
recorded which
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was an indication of continuous movement of magma or molten rocks beneath the volcano. You might be
wondering how magma got inside the volcano.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the nature of Earth
and Life Science. The scope of this module permits it to be used in many different learning situations. For
this module, we will be discussing all about magma; its formation and composition. There will be series of
activities that should be answered to complete this module. Enjoy!

The module covers:

 Lesson 1 – Magmatism

After going through this module, you are expected to:

1. describe the characteristics of magma;
2. identify the substances/elements present in magma; and

3. explain the processes involved in the formation of magma.

What I Know

Directions. Read each question and choose the correct answer. Write your answer on a
separate sheet of paper.

1. What term should be used to describe a semi-liquid hot molten rock located beneath the Earth?
A. Lava C. Rocks
B. Sand D. Magma
2. What do you call the semi-liquid hot molten rocks found on the surface of earth once the volcano erupts?
A. Magma C. Sand
B. Rocks D. Lava
3. What process occurs if there are formation and movement of magma under the earth’s crust?
A. decompression C. melting heat transfer
B. partial melting D. flux melting
4. In what part of the earth does magmatism happen?
A. Asthenosphere C. Earth’s core
B. Earth’s crust D. Lithosphere
5. What are the two most abundant elements in magma?
A. oxygen and magnesium C. silicon and oxygen
B. silicon and aluminum D. oxygen and iron
6. What will happen to the temperature of rocks during partial melting?
A. Decreases C. remains the same
B. Increases D. all of the above
7. Which of the following is NOT a factor of partial melting?
A. addition of volatiles C. an increase in pressure
B. decrease in pressure D. an increase in temperature
8. During partial melting, which of the following minerals melt last?
A. Biotite C. feldspar
B. Quartz D. none of the above
9. During partial melting, which of the following minerals melt first?
A. Biotite C. feldspar
B. Quartz D. both b and c
10. Conduction in mantle happens when heat is transferred from hotter molten rocks to the Earth’s
cold crust. What process is being described?
A. flux melting C. partial melting
B. heat transfer D. decompression melting
11. Mantle rocks remain solid when exposed to high pressure. However, during convection, these
rocks tend to go upward (shallower level) and the pressure is reduced. What process is being
described?
A. flux melting C. partial melting

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 B. heat transfer D. decompression melting
12. When water or carbon dioxide is added to hot rocks, the melting points of minerals within the rocks
decrease. What process is being described?
A. flux melting C. partial melting
B. heat transfer D. decompression melting
13. During partial melting of magma, where does heat transfer take place?
A. convergent boundary C. zone
B. mid-ocean ridge D. all of the above
14. During partial melting of magma, where does decompression melting take place?
A. convergent boundary C. subduction zone
B. mid-ocean ridge D. all of the above
15. During partial melting of magma, where does flux melting take place?
A. convergent boundary C. subduction zone
B. mid-ocean ridge D. all of the above

What’s In

1. ACTIVITY 1. DECODING TIME

A. In the previous lesson, you have learned that Earth’s interior is the site of great amount of
heat. Let us review first about this before proceeding to the next topic.
B. Your task is to reveal the magic words by decoding the given numbers to their
corresponding letters of the alphabet. Then, complete the statement below using those
words.

18 1 4 9 1 10 9 15 14

1. Word:

18 1 4 9 15 7 5 14 9 3 8 5 1 20

2. Word:

3 15 14 4 21 3 20 9 15 14

3. Word:

16 18 9 13 15 18 4 9 1 12 8 5 1 20

4. Word:

3 15 14 22 5 3 20 9 15 14

5. Word:

9 14 20 5 18 14 1 12 8 5 1 20

6. Word:

The Earth’s internal heat comes from two main sources: the radiogenic heat produced by the
radioactive decay of isotopes in the mantle and crust, and the (7) left over from the
formation of the Earth. The heat can be transferred by three processes, namely, (8) , (9)
, and (10) .

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 What’s New

ACTIVITY 2. PICTURE ANALYSIS

Mount Mayon is one of the most active volcanoes in the Philippines. It erupted for eight minutes last
January 23, 2018, spewing a 3-mile-tall column of debris and volcanic gas. It exploded at least five more
times for two days.

According to Philippine Institute of Volcanology and Seismology (PHIVOLCS), two "explosion-type

earthquakes" had occurred, as well as 18 tremor events — some of which sent forth fountains of lava.
One of the lava flows advanced nearly 2 miles from the summit's crater.

Observe the picture of Mount Mayon and answer the following.

Give three (3) descriptions about the picture.
A.
B.
C.

What is the material being extruded by Mount Mayon? Where do you think did this material come from?

What is It

What is Magma?

Magma is composed of semi-liquid hot molten rocks located beneath the Earth, specifically in the melted
mantle rock and oceanic plate. This molten state, when solidified, creates igneous rocks found on the
surface of the Earth.
Do you know the difference between magma and lava? Magma and lava are both molten rocks.
However, they differ in location. Magma is found in the magma chamber of the volcano while lava is
found on the surface of earth once the volcano erupts.
Magmatism is a process under the earth’s crust where formation and movement of magma occur. So
where does these formation and movement take place? These happen in the lower part of the Earth’s
crust and in the upper portion of the mantle, known as asthenosphere.

Figure 1. Convection Process in Asthenosphere

On the given figure, identify the substances/elements present in magma.

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 Guide Questions:

1. Which of the following elements has the

highest amount in the magma?

2. Which of the following elements has the

lowest amount in the magma?

3. What are the top two compositions of

magma?
_

Figure 2. Composition of Magma

How is magma formed?

The magma present in the lower crust and upper mantle of the Earth is formed or generated through the
process of partial melting. In this process, different minerals in rock melt at different temperature and
pressure. Another factor being considered in this process is the addition of volatile materials such as
water and carbon dioxide.

This is a diagram showing how minerals in rocks undergo partial melting.

This solid rock contains The first minerals that melt Minerals such as biotite
the minerals quartz, are quartz and some types and hornblende
feldspar, biotite, and of feldspar. The generally melt last, which
hornblende. background represents changes the composition
magma. of magma.
Figure 3. The Process of Partial Melting

Melting in the mantle requires one of three possible events to occur:

1. AN INCREASE IN TEMPERATURE: Conduction in mantle happens when heat is transferred from

hotter molten rocks to the Earth’s cold crust. This process is known as heat transfer. As magma rises, it
is often hot enough to melt the rock it touches. It happens at convergent boundaries, where tectonic
plates are crashing together.

Rocks are composed of minerals. These rocks start to melt once the temperature in the lower crust and
upper mantle increases or exceeds the melting point of minerals. The temperature of mantle is around
1200 degrees Celsius. Rock minerals such as quartz and feldspar begin to partially melt at around 650-
850 degrees Celsius.

Figure 4. Heat Transfer in Convergent Boundary

2. A DECREASE OF PRESSURE: Mantle rocks remain solid when exposed to high pressure. However,
during convection, these rocks tend to go upward (shallower level) and the pressure is reduced. This
triggers the melting of magma. This is known as decompression melting. This process occurs at the
Mid- Ocean Ridge, an underwater mountain system.

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 Figure 5. Depression Melting in Mid-Ocean Ridge

3. ADDITION OF VOLATILES: When water or carbon dioxide is added to hot rocks, flux melting occurs.
The melting points of minerals within the rocks decrease. If a rock is already close to its melting point, the
effect of adding these volatiles can be enough to trigger partial melting. It occurs around subduction
zones.

Figure 6. Flux Melting in Subduction Zone

What’s More

Activity 3. What Do You Think?

Directions: Based on the discussion, justify your answer to the following questions.

a. Do you think partial melting will occur if the pressure is high in the asthenosphere?

b. Do you think partial melting will occur if there is too much amount of water in the subduction zone?

c. Do you think partial melting will occur if there is direct contact of hot molten rock in the Earth’s
crust?

Activity 4. Concept Map

Directions: Complete the concept map about Magmatism. Choose your answers on the box below.

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 Asthenosphere convergent boundary decompression
flux melting heat transfer partial melting
Oxygen Pressure Silicon
Subduction zone Temperature Volatiles
Volcano melting igneous rocks
Lava mid-ocean ridge

What I Have Learned

ACTIVITY 5. COMPLETE ME!

Directions: Read the following statements and fill in the blanks.

1. is composed of hot molten rocks located beneath the Earth,
specifically in the melted mantle rock and oceanic plate.
2. When magma solidifies, it creates found on surface of the Earth.
3. Magma is found in the of the volcano while is found on the surface
of earth once the erupts.
4. is a process under the earth’s crust where formation and movement of magma
occur.
5. Magma is mostly composed of elements and .
6. Magma present in the lower crust and upper mantle of the Earth is formed or generated
through the process of .
7. Melting in the mantle requires one of three possible events to occur: , ,
and .
8. Conduction in mantle happens when heat is transferred from hotter molten rocks to the
Earth’s cold crust. This process is known as . It happens at , where tectonic
plates are crashing together.
9. During convection, rocks tend to go upward (shallower level) and the pressure is reduced.
This is known as . This process occurs at the , an underwater mountain
system.
10. When water or carbon dioxide is added to hot rocks, occurs. It occurs around
.

What I Can Do
Activity 6. Apply It!

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Directions. Observe the illustrations below and relate these to the lesson.

What is in the picture?

How will you relate it to magmatism?

A.

What is in the picture?

How will you relate it to magmatism?

B.

What is in the picture?

How will you relate it to magmatism?

C.

Activity 7. ACRONYM!

Directions. Use the word MAGMATISM as an acronym. Use each letter to represent word/s that is related
to the lesson.

Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What process occurs if there are formation and movement of magma under the earth’s crust?
A. flux melting C. partial melting
B. heat transfer D. decompression melting
2. What term should be used to describe a semi-liquid hot molten rocks located beneath the Earth?
A. Lava C. rocks
B. Sand D. magma
3. In what part of the earth does magmatism happen?
A. Asthenosphere C. Earth’s core
B. Earth’s crust D. Lithosphere
4. What do you call the semi-liquid hot molten rocks found on the surface of earth once the volcano
erupts?
A. Lava C. rocks
B. Sand D. Magma
5. During partial melting of magma, where does decompression melting take place?
A. convergent boundary C. subduction zone
B. mid-ocean ridge D. all of the above
6. Which of the following is NOT a factor of partial melting?
A. addition of volatiles C. an increase in pressure
B. decrease in pressure D. an increase in temperature
7. When water or carbon dioxide is added to hot rocks, the melting points of minerals within the
rocks decrease. What process is being described?

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 A. flux melting C. partial melting
B. heat transfer D. decompression melting
8. During partial melting, which of the following minerals melt last?
A. Biotite C. feldspar
B. Quartz D. none of the above
9. What are the two most abundant elements in magma?
A. oxygen and magnesium C. silicon and oxygen
B. silicon and aluminum D. oxygen and iron
10. What will happen to the temperature of rocks during partial melting?
A. Decreases C. remains the same
B. Increases D. all of the above
11. During partial melting of magma, where does heat transfer take place?
A. convergent boundary C. subduction zone
B. mid-ocean ridge D. all of the above
12. Mantle rocks remain solid when exposed to high pressure. However, during convection, these
rocks tend to go upward (shallower level) and the pressure is reduced. What process is being
described?
A. flux melting C. partial melting
B. heat transfer D. decompression melting
13. During partial melting, which of the following minerals melt first?
A. Biotite C. feldspar
B. Quartz D. both b and c
14. During partial melting of magma, where does flux melting take place?
A. convergent boundary C. subduction zone
B. mid-ocean ridge D. all of the above
15. Conduction in mantle happens when heat is transferred from hotter molten rocks to the Earth’s
cold crust. What process is being described?
A. flux melting C. partial melting
B. heat transfer D. decompression melting

References
 Alfie B., “How does magma form?”, MyTutor, Accessed May 28, 2020.
https://www.mytutor.co.uk/answers/11278/A-Level/Geology/How-does-magma-form/
 Charles, Alan. Slideshare., “Section 2: Igneous Rock Preview Key Ideas: The Formation of
Magma.” Accessed May 28, 2020. https://slideplayer.com/slide/7543230/
 Chesnutt, Betsy. “What is Magmatism? - Definition, Process & Types”, Study.com, Accessed May
28, 2020. https://study.com/academy/lesson/what-is-magmatism-definition-process-types.html
 CNN Philippines Staff. “Taal still a threat with 'magma resupply' – Phivolcs”, CNN Philippines.
Published Jan 20, 2020. https://www.cnnphilippines.com/news/2020/1/20/Taal-Volcano-
magma.html
 Evers, Jeannie. “Magma's Role in the Rock Cycle”. National Geography. Published Oct. 31, 2014.
https://www.nationalgeographic.org/article/magma-role-rock-cycle/
 Gordon, Micah. “Three Ways to Melt a Rock”, Sciencing. Updated April 24, 2017.
https://sciencing.com/three-ways-melt-rock-8505802.html
 Panchuk, Karla.“Magma and How It Forms”, University of Saskatchewan. Accessed May 28, 2020.
https://openpress.usask.ca/physicalgeology/chapter/7-1-magma-and-how-it-forms/
 USGG Science for a Changing World. “Magma Mash.” Accessed May 28, 2020.
https://pubs.usgs.gov/gip/19/downloads/Chapter_1/Activities/Magma_mash.pdf
 Wamsley, Laurel. “Philippine Volcano Erupts, Causing 56,000 To Flee”, The Two Way News.
Published January 28, 2018. https://www.npr.org/sections/thetwo-
way/2018/01/23/579966911/philippine-volcano-erupts-causing-56-000-to-flee

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 8

CHANGES IN MINERAL COMPONENTS

AND TEXTURE OF ROCKS
(METAMORPHISM)

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 Lesson
CHANGES IN MINERAL COMPONENTS
AND TEXTURE OF ROCKS
1
(METAMORPHISM)
This part of the module contains topics about metamorphism. Students must describe changes in mineral
component and texture of rocks due to changes in pressure and temperature by doing the different
activities included in this part of the module. Likewise, concept about the metamorphism is available for
the students reference in doing each activity incorporated in the procedure.

Metamorphism is the change that takes place within a body of rock as a result of it being subjected to
conditions that are different from those in which it is formed. It is from the Greek word “meta” means
change and “morphe” means form.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the nature of Earth
and Life Science. The scope of this module permits it to be used in many different learning situations.
There will be series of activities that should be answered to complete this module. Have fun!

The module included lesson about the Changes in Mineral Components and Texture of Rocks
(Metamorphism).

After going through this module, you are expected to:

 Describe the changes in mineral components and texture of rocks due to changes in
pressure and temperature (metamorphism).
 Identify rock samples based on the effects of changes on temperature and pressure.
 Analyze through a diagram on how temperature and pressure affect the mineral components
and texture of rocks.

What I Know

Directions: Read and analyze each statement and choose the letter of the correct answer. Write
your answer in a separate paper.

1. Which of the following statements describe metamorphosis?

A. process of rock formation
B. change in rock formation
C. process which involves changes
D. change that takes place within body of rock once expose to different conditions
2. Which of the following metamorphism is affected by heat and reactive fluid?
A. contact only C. both contact and regional
B. regional only D. neither contact nor regional
3. Which of the following is an example of rock produced by a contact metamorphism?
A. slate C. marble
B. gneiss D. hornfels
4. Which of the following led to the formation of deformed rocks with foliation?
A. volume of air entering the rocks C. temperature and volume of minerals
B. temperature and rising of magma D. pressure and recrystallization of minerals
5. What is the effect of heat and pressure in rocks as there is an increase in depth?
A. foliation surfaces shine C. grain size becomes coarse
B. low-grade metamorphism D. increase in mineral alignment

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6. Which of the following is the main factor in the process of regional metamorphism?
A. air C. pressure
B. water D. temperature
7. Which of the following rock samples is less influenced by the heat?
A. slate C. gneiss
B. schist D. phyllite
8. How do you describe the grain size texture of hornfels?
A. fine C. coarse to fine
B. coarse D. medium coarse
9. All of the following samples are included in non-foliated classification of metamorphic rock EXCEPT
A. marble C. hornfels
B. phyllite D. metaconglomerate
10. What happened to the temperature and pressure if the rocks are buried down deep?
A. increases C. remain constant
B. decreases D. intermittently degrading
11. Which of the following is NOT true about metamorphism?
A. Slate and Gneiss are examples of foliated rock.
B. Contact Metamorphism creates non-foliated rocks.
C. Pressure is the main factor of contact metamorphism.
D. Magma will bake the surrounding rocks due to different in temperature.
12. Complete the analogy: Foliated is to slate as non-foliated is to
A. schist C. marble
B. gneiss D. phyllite
13. Compete the analogy: contact: heat as regional:
A. air C. pressure
B. fire D. temperature
14. Which type of metamorphism is caused by high temperature and high pressure enacted over a
large volume of crust?
A. burial C. regional
B. contact D. pyroclastic
15. Which of the following is a distinct projecting textural feature of regional metamorphic rocks?
A. ripples C. foliation
B. bedding D. non-foliation

What’s In

Metamorphism is the change of minerals or geologic texture (distinct arrangement of minerals) in pre-
existing rocks (protoliths), without the protolith melting into liquid magma (a solid-state change). The
change occurs primarily due to heat, pressure, and the introduction of chemically active fluids.

There are two main types of metamorphism:

1. Contact metamorphism—occurs when

magma contacts a rock, changing it by extreme
heat

2. Regional metamorphism—occurs when

great masses of rock change over a wide area
due to pressure exerted on rocks at plate
boundaries.

Major Task: Take note of the number of correct responses you will be making in every activity
(What I know, What’s new, What is it, What’s more A and B, What I have learned, and What I can do).
Then, look for the corresponding letter of each number of responses and think of the words which are
associated in metamorphism. Accomplish it in the “Additional Activity” part.

Example:
A. What I know: 6-F=Fluid
B. What’s new : 4-D= Deep Rock
C. What is it: 7- G=Gneis
D. What’s more A&B: 9-I= Intrusive
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 E. What I have learned: 8-H=Heat
F. What I can do: 5=E= Energy.

What’s New
Directions: The box in the left side contains important words which may or may not be
associated to metamorphic process. Identify words which are related to the said process by choosing it
from that box and write it on the opposite box.

HEAT
VOLCANIC ROCK
PRESSURE
FLUID
MANTLE
TEMPERATURE
WEATHERING
CEMENTATION

What is It
ACTIVITY: HEAT, PRESSURE AND METAMORPHISM

METAMORPHIC ROCK is formed at the surface of the Earth through

the process of metamorphism with recrystallization of minerals in rocks
due to changes in pressure and temperature conditions.

B. Contact Metamorphism A. Regional Metamorphism

MAIN FACTORS

Heat and Reactive Fluids Pressure

The table below shows the scheme of metamorphic rock identification. It includes key points on how to
classify rocks depending on its type, texture and grain size. Specific rock samples are also presented with
their map symbol. Likewise, compositions of metamorphic rock are also situated parallel to the type of
metamorphism.

Let’s do it!

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Directions. Answer the question below by selecting the correct answers. Write the letter of your answers
in a separate sheet.

Question: How do temperature and pressure affect the metamorphic rock formation? (5 points)

a. If the rocks are buried deep, temperature and pressure will get increased.
b. Contact metamorphism creates no-foliated metamorphic rocks.
c. Magma will bake the surrounding rocks due to difference in temperature.
d. Deformed rocks with foliation/lineation is brought by pressure and recrystallization of
minerals.
e. Pressure is the main factor of contact metamorphism
f. Slate and gneiss are examples of foliated rocks.

What’s More

Activity A: Metamorphism Map

Directions. Complete the concept map about metamorphism by supplying the missing words and phrases
which can be chosen from the box below.

(Tell something about

metamorphism)

“Meta” means Two Classifications Where are metamorphic

“Morphe” means of Metamorphic rocks formed?

Non-foliates

It projects It projects

Ex. Score:

Key Terms
form volcano non-Foliated magma heat
lineation/foliation fine grain pressure slate
schist hornfels marble quartzite
gneiss

Activity B: Word Cryptogram

Directions. Arrange the scrambled letters by putting the correct sequence on the shaded boxes to form a
word (rock sample) based on the given description. Use the numbered boxes to discover the hidden word.

1. It has low-grade metamorphism of shale.

T E L A S

2
2. Plays mica crystals visible from metamorphism of clay or feldspar.
T S S I C H

4
3. Metamorphism of bituminous coal.
A N I T H R A C T E

3
4. High –grade metamorphism.

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 S S I N E G

5. Foliation surface is shiny from microscopic mica crystals.

E T P Y H L L I

The hidden word is .

Activity C: My Metamorphic Puzzle

Directions. Identify the words being described on the right part and write it on the specific area.

2
Across
3 1. Different combination of a mineral
formation

3. Used commercially classroom blackboards

5
5. Used construction of building floors
4
Down
1
2. It transforms rock into denser and more
compact rock

4. Occurs from the increasing in both heat

and pressure

Activity D: Rock You

Directions. Read and analyze the diagram below. It will provide you better understanding about the
lesson.
Sedimentary
Rock

Igneous Rock Metamorphic

Rock

The third family of rock is the metamorphic rock formed from either igneous rock
or sedimentary rocks that have been changed due to tremendous heat and
pressure.

Metamorphism does not actually melt the rocks but transforms them into denser,
more compact rocks. Mineral may also be rearranged due to chemical reactions
involving fluids that enter rocks

Metamorphic Rocks are used for variety of purposes.

Slate is used commercially for your classroom blackboards and for pool table
tops.

Marble is used in the construction of building floors and bathroom walls and
counter parts (Pavico and Faraon, 2007, 224-225).

Extreme heat and pressure change the original state of an existing rock. They
also change chemical composition and physical structure of existing rocks.
Combinations of minerals in rocks are stable only over specific ranges of pressure
and temperature. At pressure and temperature not within the ranges, the minerals
form a different combinations call mineral assemblages (Kasten 2012, 290-291).

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 What I Have Learned
Directions. Match the statements in column A with the indicated terms in column B. Write the
letter of the correct answer on a separate sheet.

A. B.
1. It is a Greek word which means “change”. a. quartzite
2. It is one of the factors affecting b. metamorphism
metamorphic rock which creates c. meta
lineation. d. regional metamorphism
3. Hornfels, marble and . e. heat
4. It is the main factor of contact f. pressure
metamorphism. g. phyllite
5. It is a process of changing h. metaconglomerate
rock formation. i. anthracite
6. It has a foliation surface shiny from j. metamorphic rock
microscopic mica crystal. k. contact metamorphism
7. A rock sample which maybe distorted
or stretched
8. A rock sample with carbon composition.
9. It is formed by great heat and pressure
deep within the earth.
10.It takes place when magma introduces
great amount of heat into an existing rock
resulting in the recrystallization and mineral
reaction in the rock.

What I Can Do

A. Directions. Give the uses of the following metamorphic rock samples. Write your
answer in a separate sheet.

SLATE MARBLE SCHIST

B. Directions. Read the following tips on how you can make rock useful at home. Look
for rocks with different textures as the highlight of your task. Choose one from the three
suggestions and once you do it, take a picture of it and attach it in your answer sheet. In case,
you do not have ways to print it, just illustrate your project on the answer sheet.

1. Rock can be displayed in crystal or transparent vase/jar.

2. Make a good arrangement of rocks in a jar. You can make it with same color, same textures
or sizes.
3. Aside from the rock in jar. You can also use them in a garden by putting it together with
plants. Arrange it according to your taste.

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 Assessment

Directions. Read and analyze each statement and choose the letter which corresponds to the
correct answer by shading the circle before the number.
1. Which of the following words is NOT associated with metamorphism?
A. Heat C. pressure
B. Mantle D. weathering
C.
2. What is the effect of heat and pressure in rocks as there is an increase in depth?
A. foliation surfaces shine C. grain size becomes coarse
B. low-grade metamorphism D. increase in mineral alignment
3. What is the main factor that affects regional metamorphism?
A. Heat C. water
B. Fluid D. pressure
4. What rock is the result of the metamorphism of limestone?
A. Slate C. marble
B. Schist C. phyllite
5. What are the main factors for contact metamorphism to occur?
A. air and water C. temperature and water
B. heat and reactive fluid D. pressure and temperature
6. How do you described the grain size texture of Hornfels?
A. Fine C. coarse to fine
B. Coarse D. medium coarse
7. Which of the following rock samples is less influenced by the heat?
A. Phyllite C. schist
B. Gneiss D. slate
8. Which of the following rock samples is less influenced by the heat?
A. Phyllite C. schist
B. gneiss D. slate

9. Which of the following is NOT true about metamorphism?

A. Slate and gneiss are examples of foliated rock.
B. Contact metamorphism creates non-foliated rocks.
C. Pressure is the main factor of contact metamorphism.
D. Magma will bake the surrounding rocks due to different in temperature.
10. What happens to the grain size of the minerals in rocks when the heat is increased? Its size
A. Increases C. remains constant
B. Decreases D. degrades intermittently
11. Which of the following DOESN’T belong to the group?
A. Mica C. dolomite
B. Quartz D. feldspar
12. Foliation or lineation happens among deformed rocks due to
A. eruption of magma from the mantle to the crust
B. pressure and recrystallization of rocks
C. increase in temperature in the surrounding area
D. increase in volume of water as the rocks’ depth increases
13.Which of the following relationships is INCORRECT?
A. fine grain: slate C. non-foliated: phyllite
B. banding: gneiss D. contact heat: hornfels
14.How do temperature and pressure affect metamorphism?
A. Pressure and temperature increase as you go up to the crust.
B. The deeper the rock depth, the higher the pressure and temperature.
C. Foliation happens as there is an increase in the pressure and temperature.
D. Magma cannot bake the surrounding rocks due to the difference in temperature.
15. Samer is walking down the river when she see an unknown metamorphic rock. Which of the following
characteristic can BEST help her to immediately identify the type of metamorphism that the rock
underwent using a magnifying glass?
A. Foliation C. name of the rock
B. grain size D. kind of mineral present in the rock

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 Additional Activities
Directions. For additional information, take time to read and observe the concept map.

Pressure Existing Rock

underground
Pressure
can occur to

Water

melting of rock, occurs in

influenced by
cools to make
of rock, forms

moves upwards
rises to Earth’s surface,
because of low magma where it is called

rises but cool below surface,

lava
density becoming

intrusive rocks

extrusive erupts from a

rocks volcano

The concept map above presents the processes between igneous and metamorphic rocks. It shows
how metamorphism takes place from any existing rocks such as igneous rock.

References
Books

 Acosta Herma D. et al. Science Learners Material Grade 10, 2015.

 Commission on Higher Education. Earth and Life Science for Senior High School. C.P. Garcia
Ave., Diliman, Quezon City Philippines. Commission on Higher Education, 2016
 Kasten Lileth P. Integrated Science: Secondary Education Curriculum, 2012.
 Pavico-Ferriols Josefina and Faraon-Darvin Genevieve, Exploring Life Through
Science:Integrated Science, 2007.
 Vengco Lilia G. and Religioso Teresita F. You and the Natural World: Integrated Science, 3rd
Edition 2008.

Electronic References

 Steven Earle, Gabriola Island, 2015 retrieved from

https://opentextbc.ca/geology/chapter/chapter-7-metamorphism-and metamorphic-rocks/
 https://www.google.com/search?q=METAMORPHISM&source=lmns&hl=en&sa=X&ved=2ah
UKEwjOvb_il4fsAhVCTZQKHeGsAp0Q_AUoAHoECAEQAA

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 9

MOVEMENTS OF PLATES AND

FORMATION OF FOLDS

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 Lesson MOVEMENTS OF PLATES AND
1 FORMATION OF FOLDS
Compression, pulling apart and shearing cause rocks to undergo faulting and folding resulting to the
formation of geological structure, surface features of the earth in general.

What I Need to Know

This module contains topics about plate movement leading to the formation of folds and faults.
Students must explain how the movement of plates leads to the formation of folds and faults by
doing different activities included in this module. Likewise, concept about the Plate’s movement is
available for the student’s reference in doing each activity incorporated in the procedure.

The module included lesson about the Movements of Plates and Formation of Folds and Faults.

After going through this module, you are expected to:

 Identify and characterize the different types of stress that cause deformation of the
earth’s crust.
 Characterize and classify faults and folds.
 Identify the three types of plate movements.
 Expound three types of plate movement based on plate tectonics theory using an
illustration.
 Cite specific examples of land forms as outcomes of plate movement.
 Recognize the value of faulting and folding in the creation of different surface features of
the earth.

What I Know

Directions: Read and analyze each statement and choose the letter of the correct answer.
Write your answer in a separate paper.

1. What geologic feature will be formed if the continents riding on top of two converging
plates collide?
A. Faults C. island
B. Mountain D. ocean
2. This refers to the region where plates meet.
A. Fault C. mountain
B. plate boundary D. volcanic arc

3. Which type of plate boundary creates a zone of tension by moving the plates apart?
A. convergent boundary C. transform fault
B. divergent boundary D. none of these
4. When two tectonic plates collide, the oceanic crust usually subducts beneath the continental
crust because it is
A. denser than continental crust C. thinner than continental crust
B. thicker than continental crust D. less dense than continental crust
5. Predict what geologic features could result out of the direction of movement indicated in the arrows
below. (There are three possible answers)

6. Which of the following diagrams shows transform fault boundary movement?

A. C.

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 B. D.
7. Which of the diagrams showing divergent fault movement?
A. C.
B. D.
8. New oceanic lithosphere forms at .
A. convergent boundary C. transform fault
B. divergent boundary D. none of these
9. In which type of plate boundary does the shallow focus earthquake occur?
A. Convergent C. transform
B. Divergent D. all of these
10. Which of the following is not associated with convergent plate movement/margin?
A. deep-focus earthquake C. valley
B. trench D. volcanic Arc
11. Which of the following is associated with discovery of seafloor spreading?
A. Mountains and Volcanoes are denser than mantle
B. Rotational pole of the earth has migrated or moved.
C. The crust of the continents is denser than the crust of the ocean
D. The crust of the oceans is very young relative to the age of the crust of the continents
12. Volcanic arcs are associated with .
A. Convergent C. transform
B. Divergent D. all of these
13. : Plates pull apart Transform: Plates move alongside
14. Folds: occurs when flat surface bent
Faults:
A. It forms from subducting plates
B. fracture or discontinuity in volume of rocks
C. Occur when plates moving alongside and toward to each other.
D. Occur when plates moving alongside and away from each other.
15. Valley: Low area between hills or mountains
: A chain of mountains. CLUE: EGRID

What’s In

A fold can be defined as a bend in rock that is the response to compressional forces. Folds are
most visible in rocks that contain layering. For plastic deformation of rock to occur a number of
conditions must be met, including:
 The rock material must have the ability to deform under pressure and heat.
 The higher the temperature of the rock the more plastic it becomes.
 Pressure must not exceed the internal strength of the rock. If it does, fracturing
occurs.
 Deformation must be applied
slowly.
A number of different folds have been recognized
and classified by geologists. The simplest type of
fold is called a monocline (Figure 10i-2). This fold
involves a slight bend in otherwise parallel layers
of rock.
A number of different folds have been recognized
and classified by geologists. The simplest type of
fold is called a monocline (Figure 10i-2). This fold
involves a slight bend in otherwise parallel layers
of rock.
Figure 10l-2: Monocline fold.

An anticline is a convex up fold in rock that resembles an arch like structure with the rock beds
(or limbs) dipping way from the center of the structure (Figure 10l-3).

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 Figure 10l-3: Anticline fold. Note how the rock layers dip away from the
center of the fold are roughly symmetrical.

A syncline is a fold where the rock layers are warped downward (Figure 10l-4 and 10l-5). Both anticlines
and synclines are the result of compressional stress.

Figure 10l-4: Syncline fold. Note how the rock layers dip toward the center of
the fold and are roughly symmetrical.

Figure 10l-5: Synclinal folds in bedrock, near Saint-Godard-de-Lejeune,

Canada. (Source: Natural Resources Canada - Terrain Sciences Division -
Canadian Landscapes).

More complex fold types can develop in

situations where lateral pressures become
greater. The greater pressure results
in anticlines and synclines that are
inclined and asymmetrical (Figure 10l-6).

Figure 10l-6: The following illustration shows two anticline folds which are inclined.
Also note how the beds on either side of the fold center are asymmetrical.

A recumbent fold develops if the center of the fold moves from being once vertical to a horizontal
position (Figure 10l-7). Recumbent folds are commonly found in the core of mountain ranges
and indicate that compression and/or shear forces were stronger in one direction. Extreme stress
and pressure can sometimes cause the rocks to shear along a plane of weakness creating a
fault. We call the combination of a fault and a fold in a rock an overthrust fault.

Figure 10l-7: Recumbent fold.

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 Faults form in rocks when the
stresses overcome the internal strength
of the rock resulting in a fracture. A fault
can be defined as the displacement of
once connected blocks of rock along
a fault plane. This can occur in any
direction with the blocks moving away
from each other. Faults occur from both
tensional and compressional
forces. Figure 10l-8 shows the location
of some of the major faults located on
the Earth.
Figure 10l-8: Location of some of the major faults on the Earth. Note that many of
these faults are in mountainous regions (see section 10k).

There are several different kinds of faults. These faults

are named according to the type of stress that acts on
the rock and by the nature of the movement of the
rock blocks either side of the fault plane. Normal
faults occur when tensional forces act in opposite
directions and cause one slab of the rock to be
displaced up and the other slab down (Figure 10l-9).

Figure 10l-9: Animation of a normal fault.

Reverse faults develop when compressional forces exist (Figure 10l-10). Compression causes
one block to be pushed up and over the other block.

Figure 10l-10: Animation of a reverse fault.

A graben fault is produced when tensional stresses result in the subsidence of a block of rock. On a large
scale these features are known as Rift Valleys (Figure 10l-11).

Figure 10l-11: Animation of a graben fault.

A horst fault is the development of two reverse faults causing a block of rock to be pushed up
(Figure 10l-12).

Figure 10l-12: Animation of a horst fault.

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 The final major type of fault is the strike-slip or transform fault.
These faults are vertical in nature and are produced where the
stresses are exerted parallel to each other (Figure 10l-13). A
well-known example of this type of fault is the San Andreas
fault in California.

Figure 10l-13: Transcurrent fault zones on and off the West coast of North America.
(Source: U.S.

What’s New

 An Idea Before Its Time

CONTINENTAL DRIFT THEORY

 Continental drift was a revolutionary scientific theory developed in the years 1908-1912 by
Alfred Wegener (1880-1930), a German meteorologist, climatologist, and geophysicist, that
put forth the hypothesis that the continents had all originally been a part of one enormous
landmass or supercontinent about 240 million years ago before breaking apart and drifting
to their current locations.
 Based on the work of previous scientists who had theorized about horizontal movement of
the continents over the Earth's surface during different periods of geologic time, and based
on his own observations drawing from different fields of science, Wegener postulated that
about 200 million years ago, a supercontinent that he called Pangaea (which means "all
lands" in Greek) began to break up. Over millions of years the pieces separated, first into
two smaller supercontinents, Laurasia and Gondwanaland, during the Jurassic period and
then by the end of the Cretaceous period into the continents we know today.
 Wegener first presented his ideas in 1912 and then published them in 1915 in his
controversial book, "The Origins of Continents and Oceans," which was received with great
skepticism and even hostility. He revised and published subsequent editions of his book in
1920,1922, and 1929. The book (Dover translation of the 1929 fourth German edition) is still
available today on Amazon and elsewhere.
 Wegener's theory, although not completely correct, and by his own admission, incomplete,
sought to explain why similar species of animals and plants, fossil remains, and rock
formations exist on disparate lands separated by great distances of sea. It was an important
and influential step that ultimately led to the development of the theory of plate tectonics,
which is how scientists understand the structure, history, and dynamics of the Earth’s crust.

Evidence
1. The Continental Puzzle
2. Matching Fossils - Fossil evidence for continental drift includes several fossil organisms found
on different landmasses.
3. Rock Types and Structures - Rock evidence for continental exists in the form of several
mountain belts that end at one coastline, only to reappear on a landmass across the ocean.
4. Ancient Climates

 Rejecting the Hypothesis

A New Theory Emerges

Wegener could not provide an explanation of exactly what made the continents move. News
technology lead to findings which then lead to a new theory called plate tectonics.
According to the plate tectonics theory, the uppermost mantle, along with the overlying crust,
behaves as a strong, rigid layer. This layer is known as the lithosphere.

 A plate is one of numerous rigid sections of the lithosphere that move as a unit over the material
of the asthenosphere.

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 Directions. Read and analyze the excerpt. Identify the three indicated types plate movements.
Illustrate it on another sheet of paper (10 points).

TYPE OF PLATE BOUNDARIES

Studying plate boundaries is important because along these boundaries deformation of the
lithosphere is happening. Divergent plate movement occurs when plates pull apart from each other. When
two (2) plates diverge, pieces from such plates sink towards the Earth’s mantle. On the other hand,
convergent movement occurs when plates crush into each other and land crumples, forming trenches and
mountains. Lateral or transform fault movement occurs when plates move alongside each other in
different directions.

Illustration 1. Illustration 2. Illustration 3.

What is It
Directions. Complete the diagram below by filling in the blank boxes with the corresponding
terms/phrases.
PLATE TECTONICS

Three types of Plates’

Movement

‘
Land formation or Land formation or Land formation or
geologic features:
1 geologic features:
CONVERGENT geologic features:
2
4 5 6

Plates pull apart from Plates move alongside

each other 3 each other in different
directions

Directions. Read and analyze the diagram below which will provide you background information about
Plate Boundaries.

Transform
Plate
Boundary

It is also called as strike slip fault boundary, the plates slide past each other horizontally.
These are margins where two plates grind past each other without the production or
destruction of the lithosphere.
This is a type of boundary that cuts through California, the well-known San Andreas Fault.
The San Andreas fault zone, which is about 1300 km long and is tens of kilometer wide, slice
through two thirds of the length of California. Along with it, the Pacific Plate has been for 10
million years, at an average rate of about 5cm/yr (Pavico and Faraon, 2007, 193).

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At a transform fault boundary, plates grind past each other without destroying the lithosphere.
Transform faults - Most join two segments of a mid-ocean ridge.
- At the time of formation, they roughly parallel the direction of plate movement.
- They aid the movement of oceanic crustal material.

Convergent
Plate
Boundary

The heavier oceanic crust sinks below the lighter continental crust. It happens along
convergent boundaries where plates are moving toward each other and sometimes one
plate sink under another (subduction).
Marianas Trench marks where the fast-moving Pacific Plate converges against the slower
moving Philippine Plate. This boundary is often sits of major volcanoes such as Mount Fuji
in Japan. In a collision of two pieces of oceanic crust, the result is a chain of volcanic
islands, of which Indonesia is a prime example.
Where oceanic crust collides with a plate carrying continent, the result is a chain of
volcanoes on the continent such as the Cascade of volcanic chain in Pacific Northwest of
the US and the Andes Mountains of South America. When two continental crusts collide, the
result is a range of mountains such as Himalayan Mountain (Pavico and Faraon, 2007, 193-
194).

Divergent
Plate
Boundary

Divergent Plate Boundaries are boundaries where the earth’s tectonic plates are moving
apart. For most part, these boundaries are located on the ocean floors, where they form a
continuous chain of volcanic mountains and rift called mid-ocean ridges that extend
throughout the earth’s oceans.
Mid-Atlantic Ridge is good example which runs down the middle of the Atlantic Ocean. As
the plates move apart, magma wells up to fill the space between them, and this is why
divergent plate boundaries are the sites of volcanic activity. It is also a set where the earth’s
crust is growing (Pavico and Faraon, 2007, 194).

Oceanic Ridges and Seafloor Spreading

Oceanic ridges are continuous elevated zones on the floor of all major ocean basins. The rifts
at the crest of ridges represent divergent pMlaSteU –bLoNuAnCd_aSrHieSsDEPARTMENT_ EARTH AND
LIFE SCIENCE 88
Rift valleys - are deep faulted structures found along the axes of divergent plate boundaries.
 Oceanic-Continental - Denser oceanic slab sinks into the asthenosphere.
- Pockets of magma develop and rise.
. - Continental volcanic arcs form in part by volcanic activity caused
by the subduction of oceanic lithosphere beneath a continent.
- Examples include the Andes, Cascades, and
the Sierra Nevadas.
Oceanic-Oceanic - Two oceanic slabs converge and one descends beneath the other.
- This kind of boundary often forms volcanoes on the ocean floor.
- Volcanic island arcs form as volcanoes emerge from the sea.
- Examples include the Aleutian, Mariana, and Tonga islands.
Continental-Continental
- When subducting plates contain continental material, two continents
collide.
- This kind of boundary can produce new mountain ranges, such as the
Himalayas.

Oceanic-Continental Oceanic - Oceanic

Continental - Continental

Activity ‘A: Crossword Puzzle

Directions: Fill out the crossword puzzle with the correct terms using the given clues. Write your answers
in the answer sheet.
3
Across
2. Fracture or discontinuity in a volume of rocks.
1 4. Plates are moving away from each other.
2
6. Horizontal motion movement of plates.
8
9. A chain of mountains.
5 10

Down
4
1. Earth’s crust and uppermost mantle
9 3. Chain of volcanoes formed from subducting
7
plates.
6 5. Plates are moving toward each other and
collide.
7. Occur when flat surface bent or curved.
8. A large landform formed from tectonic forces.
10. Low area between hills and mountain

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 Activity B: My Understanding of Plate Movement

Directions: Complete the paragraph below. The first part is already given.

Faults, folding, ridges, mountains, valleys and volcanic arc are formed when the plates move because

(5 points).

Criteria: 3 points: Appropriateness and relation to the topic

2 points: Neatness and free from grammatical errors.

Activity C: Plate Boundaries

Directions: Perform the activity below by following the instructions.

 There are two tables below. Table A includes three types of plate boundaries with their respective
descriptions and illustrations while Table B is blank table where you can put your answer.
 Observe Table A by making sure that all the descriptions and illustration referring to specific type
of plate boundaries are properly placed.
 In case you notice errors, rewrite the content of table A into table B with correct cclassification of
all the descriptions.

Table A
CONVERGENT DIVERGENT TRANSFORM
When it occurs between two
Most of it are found in the
oceanic plates, one of those
ocean basin and connect
plates will subduct beneath the
offsets in the mid ocean ridges
other.
When it happens, the new crust is
forming from magma that rises to
Plates move apart
the earth surface between the two
plates
Two plates are moving Also known as strike slip or Best example of this plate is
toward each other sliding boundaries San Andreas fault

Creating a zone of tension Often sites of major volcanoes

Table B
CONVERGENT DIVERGENT TRANSFORM

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 Activity D: READ! ASK! RESPOND!

Directions: Read and Analyze the diagram below. Take note of some important details which will be
used in next activities or questions

Plates move relative to each other and to fixed location in the mantle of the
Earth. The absolute motion of the plates can lead to the formation of
strings of volcanoes. On the other hand, their relative motion can lead to
READ
the different types of plate boundaries. If three plates meet in one place,
they form a triple junction (Kasten 2012, 241)

1. What motion or movement can lead to the formation of strings of

ASK
volcanoes?
2. What will be formed if the three plate boundaries meet in one
place?

1.
RESPOND
2.

Currently, the size of oceans and shape of continents are changed due to
READ
the movement of plates. Because of the movement of plates in North and
South America, Pacific Ocean is becoming smaller. However, the Atlantic
Ocean is becoming larger as North and South America move away from
Europe and Africa. The Himalayas Mountains are becoming taller. The
plate that includes Australia is now beginning to collide with the plate that
includes Southeast Asia. India’s plate is also colliding with Asia while
Australia is moving farther away from Antarctica (Kasten 2012, 241).

1. What will happen to the Pacific Ocean if the North and South
ASK
American Plates continue to move to the west?
2. What caused the enlargement of Atlantic Ocean?
3. What will happen to the Himalayas Mountains when two large
landmasses, Eurasia and India driven by plate movement and
collide?

1.
RESPOND 2.
3

Evidence for Plate Tectonics

1. Paleomagnetism is the natural remnant magnetism

in rock bodies; this permanent magnetization
acquired by rock can be used to determine the
location of the magnetic poles at the time the rock
became magnetized.
 Normal polarity—when rocks show the
same magnetism as the present magnetism
field
 Reverse polarity—when rocks show the
opposite magnetism as the present
magnetism field

2. The discovery of strips of alternating polarity, which lie as mirror images across the ocean
ridges, is among the strongest evidence of seafloor spreading.

3. Earthquake Patterns
 Scientists found a close link between deep-focus earthquakes and ocean trenches.
 The absence of deep-focus earthquakes along the oceanic ridge system was shown to
be consistent with the new theory.
4. Ocean Drilling

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  The data on the ages of seafloor sediment confirmed what the seafloor spreading
hypothesis predicted.
 The youngest oceanic crust is at the ridge
crest, and the oldest oceanic crust is at the
continental margins.
5. Hot Spots - A hot spot is a concentration of heat in
the mantle capable of producing magma, which
rises to Earth’s surface;
 The Pacific plate moves over a hot spot,
producing the Hawaiian Islands.
 Hot spot evidence supports that the plates
move over the Earth’s surface.

Causes of Plate Motion

Scientists generally agree that convection occurring

in the mantle is the basic driving force for plate
movement.
Convective flow is the motion of matter resulting
from changes in temperature.
Slab-Pull and Ridge-Push
 Slab-pull is a mechanism that contributes to
plate motion in which cool, dense oceanic
crust sinks into the mantle and “pulls” the
trailing lithosphere along. It is thought to be
the primary downward arm of convective
flow in the mantl.
 Ridge-push causes oceanic lithosphere to
slide down the sides of the oceanic ridge
under the pull of gravity. It may contribute to
plate motion.
Mantle Convection
 Mantle plumes are masses of hotter-than-
normal mantle material that ascend toward
the surface, where they may lead to
igneous activity.
 The unequal distribution of heat within Earth
causes the thermal convection in the
mantle that ultimately drives plate motion.

What I Have Learned

Directions: From the word pool given below, identify the term being described in the following
statements.
1. This phenomenon is created during transformation of plate’s movement and it is a
kinematic phenomenon caused by the relative density of oceanic lithosphere and relative
weakness of asthenosphere.
2. This plate’s movement creates mountain and volcanic arc. Marianas Trench is also
created by this movement.
3. The movement of this plate is towards the opposite direction or moving away from each
other.
4. It is a process of rising up hot, dense liquid materials and creates new seafloor.
5. This is a theory that supports that supports continental drift theory and seafloor spreading.

Plate Tectonic Seafloor Spreading

Transform Fault Divergent
Convergent Continental Drift Theory

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 What I Can Do

Directions. Supply the needed information by writing it on another sheet.

A. “Everything happens for a reason.” How will I relate the given quotation to the lesson?

B. In your area, what natural scenery do you think is a result of colliding plates?

C. How will you justify that plate tectonics or movement of plate boundaries is also beneficial to us?
(Cite you reference)

Assessment

Directions: Read and analyze each statement and choose the letter which corresponds to the
correct answer.

1. Movement plate boundaries results too many events or land formations, which of the following
is the reason of mountain formations.
A. Converging Plates C. Diverging Plates
B. Both A and B D. Neither A
2. It is a region where plates meet.
A. Fault C. Mountain
B. Plate Boundary D. Volcanic Arc
3. There are three distinct types of plate boundaries, which of those types creates zone of tension
by moving the plates apart?
A. Convergent Boundary C. Divergent Boundary
B. Transform Fault D. None of these
4. When two tectonic plates collide, the continental crust usually rise up over the oceanic crust
because it is .
A. Denser than continental crust C. Thinner than continental crust
B. Thicker than continental crust D. Less dense than oceanic crust
5. Predict what geologic features could result out of this boundary.

6. Which of the following diagrams shows the strike slip fault wherein San Andreas Fault which
is bounded by North American Plate and the Pacific Plate is the best example?
A.

B.
C.
D.
7. Which of the following resulted to the formation of new crust from magma that rises to the earth’s
surface between the two plate boundaries?
A. convergent boundary C. strike fault
B. divergent boundary D. transform boundary
8. Which of the following resulted to the formation of new oceanic lithosphere?
A. Convergent Boundary C. Transform Boundary
B. Divergent Boundary D. None of these
9. Which type of plate boundary does the shallow focus earthquake occur wherein it appears to be
associated with mid ocean ridges and mountain ranges?
A. Convergent C. Transform
B. Divergent D. All of these
10. Which of the following land formation or events is not connected to convergent plate
movement/margin?
A. deep-focus earthquake C. Valleys
B. Trench D. Volcanic Arc

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 11. Which of the following is associated with discovery of seafloor spreading?
A. Mountains and Volcanoes are denser than mantle
B. Rotational pole of the earth has migrated or moved.
C. The crust of the continents is denser than the crust of the ocean
D. The crust of the oceans is very young relative to the age of the crust of the continents
12. Convergent plate boundary creates land formations which later become scenery. Which of the
following is one of the best examples of the land formations due to convergent plate boundary?
A. Arc C. Valley
B. Boundary D. Volcanic Arc
13. Divergent: Plates pull apart : Plates move alongside
Faults: A fracture or discontinuity in volume of rocks
14. Folds: .
A. It forms from subducting plates
B. It occurs when flat surface bent
C. Occur when plates moving alongside and toward to each other.
D. Occur when plates moving alongside and away from each other.
15. : Low area between hills or
mountains RIDGES: A chain of mountains.
CLUE: YLLVAE

Additional Activities

Directions: Conduct a short interview with one or two of your family members. Ask them
about how they think the mountain, valley, ridges and volcanoes are formed. List all their responses.
Afterwards, inform them on how those formations formed based on what you have learned from the
lesson.

Interview Guide Format:

Questions Responses Your Feedback

A. Based on the results of your interview, make a extensive dissemination on how different landforms
were created based on what you have learned into this module. You have two options to do it.

1. Flyers
2. Vlog which will be post on your social media account.

Rubrics:
10 points: Innovation (It should show creativity)
20 points: Content (It should include explanations based on the lesson)

References
Books
 Acosta Herma D.,et al. Science Learners Material Grade 10,2015
 Commission on Higher Educvation. Earth and Life Science for Senior High School. C.P. Garcia
Ave., Diliman, Quezon City Philippines. Commission on Higher Education, 2016
 Kasten Lileth P. Secondary Education Curriculum: Integrated Science, 2012
 Pavico-Ferriols Josefina and Faraon-Darvin Genevieve, Exploring Life Though Science:
Integrated Science, 2007
 Vengco Lilia G. and Religioso Teresita F. You and the Natural World: Integrated
 Science, 3rd Edition 2008.
 https://www.geolsoc.org.uk/Plate -Tectonics/
 Department of Education – Region IV-A CALABARZON – Plate Tectonics Module

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 10

GEOLOGIC TIME SCALE :

RELATIVE AND ABSOLUTE DATING

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 Lesson GEOLOGIC TIME SCALE:
1 RELATIVE AND ABSOLUTE DATING
Lesson GEOLOGIC TIME SCALE:
1 RELATIVE AND ABSOLUTE DATING

Deposition of sediments contributes to reshaping the surface of the Earth. Deposits are laid down by
different environmental factors such as volcanic eruption, erosion, weathering debris of rocks (clay and
silts) and even all its fossil content and historical information.

Earth history including its rock strata, the rock study, and discovery, as well as the fossils, are engraved in
one of the most important materials known as geologic record. The geologic time scale is the “calendar”
for events in Earth’s history.

The importance of Geologic time scale was, it serves as standard timeline used to describe the age of
rocks, fossils, and the events that formed them. A device which is of great help to the science of geology
owed to the explorations and studied made by the geologists that were recorded.

The necessity of knowing how life began in the past, the events, and principles behind the Earth’s history
enable us to conform with the alterations or consequences that we might encounter or experience in the
near future. As a part of the new generation, we should be appreciative and accept that all things that are
present in our time were the outcome of Earth’s history.

What I Need to Know

This module covers the scientific principles that the historical geologists used to describe the Earth’s past.
This will also serve as a guide to the clues that were left on Earth, the different events, and the time it took
these events to happen which are depicted in the geologic time scale.

In this module, you will be able to determine the different divisions that comprise the geologic time scale
which uses the two methods of record: the absolute and the relative dating.

The module is composed of the:

Lesson: Geologic Time Scale: Relative and Absolute Dating
After going through this module, you are expected to:
 Identify and differentiate Relative and Absolute Dating.
 Name the divisions of the geologic time scale.
 Characterize each major and subdivisions in the geologic time scale.
 Describe how relative and absolute dating provide evidence of geologic history.

What I Know

Before you use this module, take the Pretest below.

Directions: Read each item carefully. Choose the letter of the best answer and write the chosen letter on
a separate sheet of paper.

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1. Which division in the geologic time represents a time span of about 88%?
A. Cenozoic C. Paleozoic
B. Mesozoic D. Precambrian
2. Which of the following division in the geologic time scale is considered as the “Age of the Reptiles”?
A. Cenozoic C. Paleozoic
B. Precambrian D. Mesozoic
3. Which of these is the best indication of the relative age of a rock layer?
A. the thickness of the layer C. the distance of the layer extends over the Earth
B. the chemical makeup of the layer D. the position of the layer compared to other layers
4. In an undisturbed rock profile, where can the oldest be found?
A. in the middle C. on the top
B. at the bottom D. anywhere
5. In which of the given rocks is Radiometric dating least useful?
A. granitic C. sedimentary
B. basaltic D. metamorphic
6. Which method was used in naming the subdivisions of the Earth’s geology in a specific order?
A. isotopic dating C. absolute dating
B. relative dating D. radiometric dating
7. Which division in the geologic time shows evidence of molten rocks in the Earth’s surface due to its
high temperature?
A. Mesozoic Era C. Miocene Epoch
B. Precambrian D. Tertiary Period
8. What fraction of the Earth’s history is embraced by the geologic time scale?
A. evolution of life C. formation of universe
B. formation of Earth D. formation of the solar system
9. How are the geologic eras largely determined?
A. earth’s orbital position C. average global temperature
B. shifts in the fossil record D. distribution of rock sequences
10. In what geological periods did trilobites and other early arthropods appear?
A. Cambrian C. Permian
B. Devonian D. Eocene
11. In which geologic era do we currently live?
A. Cenozoic C. Paleozoic
B. Mesozoic D. Proterozoic
12. From the lists of divisions in the geologic time scale, which is considered as the earliest?
A. Hadean C. Quaternary
B. Archaean D. Phanerozoic
13. Which of the following does NOT represent the geologic time scale?
A. the geologic history of universe C. the age of the Earth and its inhabitants
B. the fossil record of flora and fauna D. evolution of life dating back 4.6 billion years ago
14. What do you call the organism that is no longer existing on Earth?
A. extinct C. fossilized
B. petrified D. sedimentary
15. Which geological era marks its end with the disappearance of the
dinosaurs?
A. Precambrian C. Miocene Epoch
B. Mesozoic Era D. Tertiary Period

What’s In

How old is it? This might be the first question that will enter your mind when you see an old rock or
artifact. Certainly, that is one of the first thing that a geologist wants to know. Geologists find ways on how
to determine the age and traces of history from the large number of artifacts and monuments bestowed
upon us by older civilization.

There are methods and techniques used by geologists to help them determine the age of the materials
that evolved in the past. In the previous lessons, you had learned that stratified rocks are products of
sedimentary process which include weathering and erosion of pre-existing rocks. Wherein, these
sediments will be transported by the agent of erosion such as water, wind, or ice, and deposited in seas
and acted upon by the process of compaction and lithification. As time goes by, these sedimentary rocks
will form layers or stratification representing periods of deposition of sediments. Based on this, there are
several laws that governed stratigraphy as proposed by Nicolas Steno.

Nicolas Steno’s Law of Stratigraphy opens our eyes to the world of rock layers and its formation. It also
shows how endogenic and exogenic geological processes cause alteration in rocks that lead to the
formation and deformation of rock layers.

Rocks Record Earth History

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  Rocks record geological events and changing life forms of the past.
 We have learned that Earth is much older than anyone had previously imagined and that its
surface and interior have been changed by the same geological processes that continue today.
A Brief History of Geology
Uniformitarianism means that the forces and processes that we observe today have been at
work for a very long time.

Relative Dating

Relative dating tells us the sequence in which events occurred,

not how long ago they occurred.

 Law of Superposition = The law of superposition

states that in an undeformed sequence of sedimentary
rocks, each bed is older than the one above it and
younger than the one below it. sedimentary rocks
become younger from bottom to top. This is because
younger layers of the sedimentary always accumulates at
the top of the layers.

 Principle of Original Horizontality

The principle of original horizontality means that layers of
sediment are generally deposited in a horizontal position.
Tectonic forces tilted or folded rocks into an angle after it
was formed.

 Principle of Cross-Cutting Relationships = The

principle of cross-cutting relationships states that
when a fault cuts through rock layers, or when magma
intrudes other rocks and crystallizes, we can assume that
the fault or intrusion is younger than the rocks affected.

 Inclusions / principle of faunal succession

 states that species succeeded one another through time in a definite and recognizable
order and that the relative ages of sedimentary rocks can be therefore recognized from
their fossils. The absence or the presence may be used to give a relative age of the
sedimentary where they are found.
 Inclusions are rocks contained within other rocks.Rocks containing inclusions are
younger than the inclusions they contain.

 Unconformities = An unconformity represents a

long period during which deposition stopped,
erosion removed previously formed rocks, and
then deposition resumed.
 An angular unconformity indicates that
during the pause in deposition, a period of
deformation (folding or tilting) and erosion
occurred.
 A nonconformity is when the erosional
surface separates older metamorphic or
intrusive igneous rocks from younger
sedimentary rocks.
 A disconformity is when two sedimentary
rock layers are separated by an erosional
surface.

Correlation of Rock Layers

Correlation is establishing the equivalence of rocks of similar age in different areas.

Radiometric Dating

Basic Atomic Structures

 Orbiting the nucleus are electrons, which are negative electrical charges.
 Atomic number is the number of protons in the atom’s nucleus.
 Mass number is the number of protons plus the number of neutrons in an atom’s nucleus.
 Radioactivity is the spontaneous decay of certain unstable atomic nuclei.
 A half-life is the amount of time necessary for one-half of the nuclei in a sample to decay to a
stable isotope.

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 Radiometric dating is the procedure of calculating the absolute ages of rocks and minerals that
contain radioactive isotopes.

 Since change is the only thing that is permanent, the measurement of absolute age or exact
date became a challenging task to the scientists. But they found a natural process that occurs
at constant rate and accumulates its record of the radioactive decay of elements in rocks. An
accurate radiometric date can be obtained only if the mineral remained in a closed system
during the entire period since its formation

 Radioactive elements decay because they are composed of unstable isotopes that decompose
spontaneously. Each atom has a certain probability of decaying at any time. It has half-life or
time for it to decompose into half.

 Radioactivity is not affected by geologic process and easily measured in the laboratory. Aside
from those, daughter isotopes accumulate in rocks. The longer the rock exists, the more
daughter isotopes accumulate. The process of determining the absolute ages of rocks and
minerals by measuring the relative amounts of parent and daughter isotopes is called
radioactive dating.

e.g. a form of uranium changes (decays) to lead

 In the above example, the parent element is uranium (U) and the daughter element is lead
(Pb).

Importance of Radiometric Dating

 Radiometric dating has supported the ideas of James Hutton, Charles Darwin, and others who
inferred that geologic time must be immense.
 Again, the process of radioactive decay can be used for dating rocks because: Radioactive decay
proceeds at a constant, regardless of changes in conditions such as temperature, pressure, or
the chemical

A. WHO’S THE OLDEST?

Directions: Use the letters in the diagram below to determine the age of rocks applying the method of
relative dating. List the rock layers from youngest to the oldest relative to age.

Rocks layers and dikes

Guide Questions:

1. In the law of superposition, which layer is the oldest?

2. What is the relative age of igneous rock in layer H? (younger or older)
3. What is the youngest rock layer?
4. What law/principle is represented by layer H as it passes through layer M, F, B, and I?
5. Which rock layer is older, layer B or layer F?

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B. How many years?

Directions. Refer and analyze the diagram below to answer the provided questions.

Rock Layers and Fossils

1. How old was the youngest rock layer?
2. How about the oldest rock layer?
3. What method is used in determining the age of rocks and fossils based on the diagram?

RELATIVE VS. ABSOLUTE

Age of rocks can be determined by using two methods. These methods are absolute and relative dating.
Directions. Complete the concept map to show the differences between the two methods of dating.

Relative Dating Absolute Dating

Used absolute dating methods,

Used to arrange geological events, and
sometimes called numerical dating,to
the rocks they leave behind in sequence
give rocks an actual date,or date range,
in number of years.

method of dating method of dating

Used
Use method by radioactive
method (oldest found at the bottom and decay: concept of isotopes and concepts
youngest at the top) of half- life

What’s New
Sequence Drill

In a sequential manner, make five to seven relative events that happened in your life. For example, the
day you were born, the day your brother or sister was born, or your first date with your boyfriend or
girlfriend. Write your answer in the table below.

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The way the relative events are arranged in your data is similar to how the geologists studied the Earth’s
history: its geological timescale of Earth’s age and how it is determined.
Time Scale
Relative Scale Absolute Scale
I was born I was born Example
(Jan.28,2001)

What is It
Based on their interpretations of the rock record, geologists have divided Earth’s 4.56-billion-year history
into units that represent specific amounts of time. Taken together, these time spans make up the
geologic time scale.

Since the beginning, geologists have been studying the Earth to unwrap the secrets of the past. They
have been analyzing rock samples gathered from different continents in the world including its layers and
its correlation with the fossils. This helps in relating the sequence of events in the Earth’s history which is
clearly presented in the geologic time scale.

The geologic time scale is divided into a series of time intervals which are equal in length. These time
intervals are different from that of a clock. They are divided according to the significant events in the
history of Earth such as the mass extinction of a large population of fauna and flora.

The table represents the divisions of the geologic time in Earth’s history are separated into eons, periods,
and epochs. The Earth’s age which is 4.6 billion years was separated into different span of time to handily
indicate the events.

DIVISION IN THE GEOLOGIC TIME SCALE

EONS
 are the longest portions in the geologic time.

Precambrian Phanerozoic Eon

 It accounts for 88% Earth’s history.  It means visible life.
 It is subdivided into three eons:  It is subdivided into eras:
Hadean, Paleozoic, Mesozoic and Cenozoic.
Archean and Proterozoic

Hadean Eon Paleozoic Era

 Few rocks were deformed and Cenozoic Era Mesozoic Era It is the beginning of early lif
It is age
also of
known Allasof the
the Age
 It is also known as the recent of Dinosaurs.
metamorphosed.  continents had com
 Pangea rifted form
life or age of mammals. into Laurasia and
the supercontinent call
 Gondwanaland.
It has the most complete record
 It of
is characterized by rapid d
Archaean Eon
any era because the rocks are more terrestrial plants.
 Marine rocks contain fossil accessible.  Devonian period is known a
remains of microscopic algae fishes.
and bacteria

Proterozoic Eon
 rifting of the continental crust
 subsequent filling with
sedimentary and volcanic
rocks

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 DIVISION OF THE CENOZOIC ERA

Cenozoic Era
 There are three periods in this era:
Quaternary, Paleogene and Neogene.

Paleogene Period Neocene Period

 Most Earth’s climate was  It gives rise to early primates.
tropical.
 It consists of Miocene and Pliocene
 Continents drifted apart creating
vast stretches of oceans Epochs
 It consists the Paleocene,
Eocene, and Oligocene Epoch
Quaternary Period
 It is the most recent period.
 It is also termed Anthropogene period.
 It is divided into two epochs: Pleistocene
and Holocene.
 Holocene - when human civilization
arose.

Relative and Absolute Dating

Scientists first developed the geologic time scale by studying rock layers and index fossils. The
information gathered by the scientists placed the Earth rock strata in order by relative age. Geologic time
is often discussed in two forms: relative time and the absolute time.

Relative time is a subdivision of the Earth’s geology in a specific order based upon the relative age
relationships (commonly, vertical or stratigraphic position). These relative times can be established
usually on the basis of fossils. On the other hand, absolute time refers to the numerical ages in millions of
years or some other measurement. These are obtained by radioactive dating methods performed on
appropriate rocks.

Relative time can be referred to as its physical aspects found in rocks while the absolute time refers to the
measurements taken upon those to determine the actual time it expired. The time scale is depicted in its
traditional form with the oldest at the bottom and the youngest at the top.

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Precambrian History

 The Precambrian encompasses immense geological time, from Earth’s distant beginnings 4.56
billion years ago until the start of the Cambrian period, over 4 billion years later.
 Shields are large, relatively flat expanses of ancient metamorphic rock within the stable continental
interior.
 Much of what we know about Precambrian rocks comes from ores mined from shields.

 Earth’s Atmosphere Evolves

 Earth’s original atmosphere was made up of gases similar to those released in volcanic
eruptions today—water vapor, carbon dioxide, nitrogen, and several trace gases, but no
oxygen.
 Later, primary plants evolved that used photosynthesis and released oxygen.
 Oxygen began to accumulate in the atmosphere about 2.5 billion years ago.
 Precambrian Fossils
 The most common Precambrian fossils are stromatolites.
 Stromatolites are distinctively layered mounds or columns of calcium carbonate. They
are not the remains of actual organisms but are the material deposited by algae.
 Many of these ancient fossils are preserved in chert—a hard dense chemical sedimentary
rock.

Activity 1.1 It’s a Date

1. Fill in the data table to show the number of millions of years each era lasted based on relative
and absolute dating. Choose your answer from the given choices below.
a. 4.048 mya c. 299 mya e. 4,600mya
b. 69 mya d. 184mya
The Divisions of Geologic Percent Millions of years
Time
The Age of the Earth 100%
A. Cenozoic Era 1.5%
B. Mesozoic Era 4%
C. Paleozoic Era 6.5%
D. Precambrian Time 88%

Guide Questions:
1. Based on the data table, which is the oldest era?
2. How old is the shortest era?
3. How old is the Cenozoic Era?
4. What dating method is applied in the activity? Why?
5. Where can we apply the relative dating method?

Activity 1.2 Word Pool

Identify the term being described by the given statement.Select your answer from the word pool below.

Geologic record Eons Dinosaurs

Relative dating Cenozoic Sedimentary
Absolute dating Holocene Devonian
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 1. It is where all traces of history of earth is recorded in rocks that
make up the crust.
2. It is a way on how the age of rocks and fossils can be determined
by its numeric value.
3. It is the largest division in the geologic time scale.
4. It refers to the rocks that are deposited and used in dating method.
5. It is used to determine the geological events in rock strata.
6. It refers to prominent reptiles that evolved during Mesozoic Era.
7. The fitting of supercontinent Pangea happened in this era.
8. The present human evolved during this age.
9. It refers to the age of the fishes.
10. Ancient bacteria and blue green algae existed during this age.

What I Have Learned

Activity 1.3 Vocabulary Building

Make a concept definition map for each of the vocabulary terms listed below. Write the term in the central
box. Fill in the other boxes by answering the questions. The first term is done for you.

A. Fossil

What information does it give? What are some of its characteristics?

gives clues about Earth’s past Usually found in sedimentary

rock

Shows only hard parts of plant

or animal
FOSSIL

Shows changes in life and the

environment
B. Geologic Time Scale
C. Relative Dating
D. Absolute Dating

Things to Ponder

Geologic time scale is a timeline that illustrates Earth’s past.

Geologic time scale describes the order of duration of major events on Earth for the last 4.6 billion
years.
Geologic time scale was developed after the scientist observed changes in the fossils and rocks
going from oldest to youngest sedimentary rocks.
Geologic time scale was divided into four divisions which include the Eons, Era, Period, and
Epoch. Eons is the largest division in the geologic time scale.
Relative dating or age is the order of the rocks from oldest to youngest.
Relative dating does not determine the exact age of rock or fossils but does learn which one is
older or younger than the other.
Relative age of rocks based on the order gives its physical division in the geologic time scale.
Absolute dating or age measures the amount of radioactive elements in rocks to give the ages to
each division of time in the geologic time scale.
Absolute time refers to the numerical ages in millions of years or some other measurement.
During the Cambrian, Ordovician, and Silurian periods, the vast southern continent of Gondwana
encompassed five continents (South America, Africa, Australia, Antarctica, and part of Asia)
Late Paleozoic History
 Laurasia is the continental mass that formed the northern portion of Pangaea, consisting
of present-day North America and Eurasia.

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  By the end of the Paleozoic, all the continents had fused into the supercontinent of
Pangaea.
Dinosaurs were land-dwelling reptiles that thrived during the Mesozoic era.
Gymnosperms are seed-bearing plants that do not depend on free-standing water for fertilization.
The gymnosperms quickly became the dominant plants of the Mesozoic era.
Reptiles Dominate
 With the perfection of the shelled egg, reptiles quickly became the dominant land animals.
 At the end of the Mesozoic era, many reptile groups became extinct
 Cenozoic Life
 Mammals—animals that bear live young and maintain a steady body temperature—
replaced reptiles as the dominant land animals in the Cenozoic era.
 Angiosperms—flowering plants with covered seeds—replaced gymnosperms as the
dominant land plants.
 In North America, the mastodon and mammoth, both huge relatives of the elephant,
became extinct. In addition, saber-toothed cats, giant beavers, large ground sloths,
horses, camels, giant bison, and others died out on the North American continent.
 The reason for this recent wave of extinctions puzzles scientists

What I Can Do

Make a diary noting the important events that happened in your life for the day which you
can associate with the geologic time scale.

DATE DAYS OF THE WEEK EVENT/ACTIVITY

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Assessment

Directions: Read each statement and choose the letter of the correct answer.

1. What information does the geologic time record provide?

A. the rate of fossil formation
B. the thickness of sedimentary rock layers
C. the time since the evolution of dinosaurs
D. the life forms and geologic events in Earth’s history
2. How do geologists separate time into period?
A. by the time the fossil is discovered
B. by looking at the relative time of a fossil
C. by special events that have happened in that period
D. by counting the years that a fossil has been preserved
3. What do you call the method of placing geologic events in sequential order as determined by their
position in the rock record?
A. correlation C. relative dating
B. uniformitarianism D. absolute dating
4. How important is absolute time?
A. It is useful if fossils are present.
B. It gives a specific date in an object.
C. It gives a non-specific date in an object.
D. It only gives the sequence in which events have taken place.
5. Which of the following is the primal in absolute dating method?
A. fossils C. educated estimates
B. radioactive decay D. cross-cutting relationships

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6. Which method is primarily used to establish the geologic time scale?
A. calculation of beta decay of isotopes
B. correlation of rock types across vast
C. calculation of alpha decay of isotope
D. distances correlation of magnetic signatures in rocks
7. Which of the following era is sometimes called “the age of fish” or “ancient life”?
A. Cenozoic C. Paleozoic
B. Mesozoic D. Precambrian
8. What will be the sequence of division in the geologic time scale, if the order of position is from shortest
to longest?
A. era, period, epoch C. period, epoch, era
B. epoch, period, era D. epoch, era, period
9. Scientists use a criterion to decide where to place the boundaries between the major divisions of the
geologic time scale. They consider major changes.Where can these major changes be found?
A. written in the fossil record C. in structure of the Earth’s layer
B. occurring in the solar system D. in the arrangement of the continent
10. In which division in the geologic time scale did the continents come together to form the
supercontinent called Pangaea?
A. Paleozoic Era C. Triassic Period
B. Cenozoic Era D. Jurassic Period
11. In what ways do eras differ from periods?
A. They are longer spans of time. C. They have longer durations than eons.
B. They are subdivided into epochs. D. They have boundaries marked by mass extinctions.
12. Which epoch in the geologic time scale represents human lives in a very short period of time?
A. Eocene C. Holocene
B. Pliocene D. Pleistocene
13. Why are fossils recorded in the geologic time scale said to be incomplete?
A. Remains of past organism decayed faster. C. Most organisms never became fossils.
B. Absence of tools to be used for tracing. D. All of the above
14. In what way does the geologic time scale place Earth’s rock in order?
A. by composition C. by absolute dating
B. by relative dating D. by decades and centuries
15. What makes fossil essential to the scientists and to the history of the Earth?
A. It analyzes the composition of sedimentary rock
B. It predicts what organisms will become extinct.
C. It describes the history of past life and environment.
D. It presents temperature of the oceans in different depths.

References
 All About Creation. “Relative Dating.” Accessed February 24,2019.
o https://www.allaboutcreation.org/relative-dating-faq.html
 “Centricity.” Accessed February 24,2019.
https://www.lcps.org/cms/lib4/VA01000195/centricity
 Earth Science Week. “Geological Timescale.” Accessed February 24,2019.
https:www.earthsciweek.org/content/geo;ogial-time-scale
 Kean. Accessed February 25,2019.
http://www.kean.edu/csmart/observing/lecture/homework
 “Layers of Rock.” Accessed February 24,2019,https://halletcove.weebly.com/layers-of-
rock.html
 “Observing Lectures,” Accessed February 25,2019.
https://www.kean.edu/~csmart/Observing/Lectures/ Homework08s.doc
 Oxford University Press.“The Past in Perspective.” Accessed February 25, 2019.
o http://global.oup.com/us/companion.websites/9780195391350/student/chap
t2/Quiz/
 ProProfsQuizzes.“A Trivia Quiz on Geological Dating.” Accessed February 25, 2019.
www.proprofs.com/quiz-school/story.php?title=geological-dating
 Quizziz. “Relative and Absolute Dating.” Accessed February 25,2019.
o https://quizizz.com/admin/quiz/570bb06788512b8d10163a2e
 “Relative Vs. Absolute Dating,” accessed February 24,2019,
https://science.truck.com/relative-vs-absolute-dating

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 SENIOR HIGH SCHOOL

Quarter 1 - Module 11

GEOLOGIC PROCESS AND HAZARDS

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 Lesson
GEOLOGIC PROCESS AND HAZARDS
1

Geology is the study of the Earth and its history. It involves studying the materials that make up the earth,
the features and structures found on Earth, as well as the processes that act upon them. It also deals with
the study of the history of all life living on the earth now.

How do geological processes occur?

Geological processes are naturally occurring events that directly or indirectly impact the geology of the
Earth. Examples of geological processes include events such as plate tectonics, weathering,
earthquakes, volcanic eruptions, mountain formation, deposition, erosion, droughts, flooding, and
landslides. Geological processes affect every human on the Earth all of the time, but are most noticeable
when they cause loss of life or property. These threatening processes are called natural disasters.

How about Geologic Hazards?

A geologic hazard is an extreme natural event in the crust of the earth that poses a threat to life and
property, for example, earthquakes, volcanic eruptions, tsunamis (tidal waves) and landslides. It is a
large-scale, complex natural events that happen on land. These hazards can cause immense damage,
loss of property, and sometimes life. Geologic hazards can play a significant role when infrastructure is
constructed in their presence. The unpredictable nature of natural geologic hazards makes identifying,
evaluating, and mitigating against them a unique challenge.

What I Need to Know

This module covers the scientific principles that the historical geologists used to describe the Earth’s past.
This will also serve as a guide to the clues that were left on Earth, the different events, and the time it took
these events to happen which are depicted in the geologic time scale.

In this module, we will describe the geologic processes and hazards happening in the community.
Geologic processes like earthquake, volcanic eruption, and landslides lead to different hazards. A hazard
refers to a potentially damaging physical event, phenomenon or human activity that may cause the loss of
life or injury, property damage, social and economic disruption or environmental degradation. Hazards are
extreme natural events with a certain degree of probability of having adverse consequences.

The module covers:

Lesson 1 – Geologic Processes and Hazards

After going through this module, you are expected to:

 Describe the different geological hazards.
 Explain why the different geological hazards such as earthquakes, volcanic eruption and
landslide occur.
 Identify the different areas in the Philippines where the active faults are located.
 Discuss about the effects of the different hazards

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 What I Know

Directions: Read each statement and choose the letter of the correct answer. Write the
chosen letter on a separate sheet of paper.

1. What is a potentially damaging physical event, phenomenon or human activity that may cause the
loss of life or injury, property damage, social and economic disruption or environmental degradation?
A. eutrophication C. landslide
B. geologic hazard D. poisonous gases
2. Which of the following describes the vibration of the ground during an earthquake?
A. ground shaking C. liquefaction
B. landslides D. tsunami
3. What do you call the hazard where giant waves move at speeds of up to 500 miles an hour and reach
heights of hundreds of feet?
A. ground shaking C. liquefaction
B. landslides D. tsunami
4. What is the process during earthquake shaking where sand and silt grains in wet soil are rearranged
and the water in the spaces between the grains is squeezed?
A. ground shaking C. liquefaction
B. landslides D. tsunami
5. What refers to the sliding down of a mass of earth or rock from a mountain or cliff?
A. ground shaking C. liquefaction
B. landslides D. tsunami
6. What natural hazard is involved when rock underground suddenly breaks along a fault causing
tectonic movement?
A. volcanic eruption C. cyclone
B. earthquake D. hurricane
7. What natural hazard has the effects of reshaping new land, debris
avalanche, destroyed forests, and death to many animals?
A. volcanic eruption C. earthquake
B. hurricane D. tsunami
8. What occurs when large amount of water quickly overflows
a boundary?
A. regular flood C. landslide
B. flash flood D. tsunami
9. What causes an earthquake?
A. glacier C. very large storm
B. landslide D. a movement along fault
10. Which of the following is NOT a natural hazard?
A. hurricane C. house fire
B. tsunami D. earthquake
11. A natural physical process becomes a natural hazard when the
process becomes .
A. dormant and inactive C. extreme and unpredictable
B. scary D. faster than usual
12. Which statement is true of earthquakes?
A. All of them can be prevented. C. Some of them can be prevented
B. Weak ones can be prevented. D. None of them can be prevented.
13. What specific region of the world is characterized by the presence
of active volcanoes, tsunamis, and earthquakes?
A. the ring of fire C. the North and South pole
B. the Eastern Europe D. Western Europe
14. Which of the following is true of a landslide?
A. A landslide is a mass movement of rock fragments, soil, and
debris downslope.
B. A landslide is associated with a volcanic eruption.
C. If debris from a landslide mixes with water, it will break apart
and stop flowing.
D. All of the answers are true.
15. Which of the following is/are geologic hazard/s?
A. earthquake C. waves pounding on a coast
B. volcanoes D. all of these are geologic hazards

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 What’s In

Brief Review:
 In your previous lessons in science the composition of the Earth was discussed.
1. Crust – Continental crust
 Upper crust is composed of granitic rocks
 Lower crust is more akin to basalt
 Average density is about 2.7 g/cm3
 Up to 4 billion years old
- Oceanic crust
 Basaltic composition
 Density about 3.0 g/cm3
 Younger (180 million years or less) than the continental crust
2. Mantle
 Below crust to a depth of 2900 kilometers
 Composition of the uppermost mantle is the igneous rock peridotite (changes at
greater depths).

3. Core
 Below mantle, Sphere with a radius of 3486 kilometers
 Composed of an iron-nickel alloy
 Average density of nearly 11 g/cm3
- Inner Core
 Sphere with a radius of 1216 km
 Behaves like a solid
- Outer Core
 Liquid layer, 2270 km thick
 Convective flow of metallic iron within generates Earth’s magnetic field
 Layers Defined by Physical Properties
 Lithosphere = Crust and uppermost mantle (about 100 km thick), Cool, rigid, solid
 Asthenosphere = Beneath the lithosphere, Upper mantle, To a depth of about 660
kilometers, Soft, weak layer that is easily deformed

Activity 1: Arrange Me

 What do you see in the pictures below?

 What do you call these hazards?

Following each picture are rumbled letters for you to rearrange. You may arrange them now by writing the
words in a separate sheet.

Image 1 shows the vibration of the ground.

K I G N N R U O D H A S G

Image 2 presents giant waves caused by

volcanic eruption.

A M T S N U I

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 Image 3 happened when soil liquefies during
ground shaking.

Q L E F A T I O C N I

Image 4 showed the movement of a mass of rock, debris, or earth down a slope.
N A S L D E S I D L

What’s New
Activity 2

H A Z A R D
 What can you say when you see the word “hazard”? Write a word or two about the term
introduced. Then write a sentence that describes the word you wrote.

Picture Analysis (Picture of Pampanga earthquakes). Answer the following questions below.

Guide questions:
1. If you we’re a victim of this disaster, how would you feel?
2. Why do you think earthquakes occurs?
3. Apart from earthquakes, what are the other geological hazards? How do they occur?
4. Why do we need to understand these phenomena?

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FACT
A hazard is a phenomenon caused by natural or human forces which poses threat to humans,
animals, properties and environment. For instance, since the Philippines is located within the
Ring of Fire, the country experiences many earthquakes and volcanic eruptions compared to
other countries. Making the country one of the most hazard-prone countries in the world.

Hazards can be classified as to natural and anthropogenic.

 Natural: Earthquakes, volcanic eruptions, landslides and tsunamis (climate and weather
related hazards)
 Anthropogenic: Deforestation, mining and climate change (man-made)

Now, you have learned that geologic location is the major reason why the Philippines is a hazard-
prone country. The Philippine government partnered other private institutions to reduce the risk of
hazards through producing hazard maps that are publicly available. For example, the partnership
of news networks with the Philippine Institute of Volcanology and Seismology (PHIVOLCS). This
partnership shares valuable and scientific information which increases the public’s understanding
on geologic hazards and risks associated with it.

Another is Manila Observatory, a private non-stock and non-profit research institution with the
help of the Department of Environment and Natural Resources (DENR. This partnership
produced hazard maps that show vulnerability of the country to environmental disasters.

HAZARD MAP
 It is a map that illustrates the areas that are exposed or prone to a particular hazard. They are used
for natural hazards such as landslides, flooding, volcanic eruption and tsunami. It is also used to
mitigate the potential negative effects of these hazards

Geophysical map

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 What is It
Geologic processes and hazards are events which occur irregularly in time and space and cause negative
impact on man and the environment. Earthquakes, volcanic eruptions, tsunamis (tidal waves), and
landslides are the geologic hazards.

SIMPLIFIED CLASSIFICATION OF MAJOR GEOLOGIC HAZARDS

Geologic Event Hazards They Cause

Earthquake A. Ground shaking
B. Surface faulting
C. Landslides and liquefaction
1. Rock avalanches
2. Rapid soil flows
3. Rock falls
D. Tsunamis
Volcanic Eruption A. Tephra falls and ballistic projectiles
B. Pyroclastic phenomena
C. Lahars (mud flows) and floods
D. Lava flows and domes
E. Poisonous gases

 Earthquake is one of the most violent natural phenomena. According to the number of victims and
destructive force, it exceeds all other natural disasters. Earthquakes also happen under the
ocean and can cause tsunamis.

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What is an Earthquake?

 An earthquake is the vibration of Earth produced by

the rapid release of energy
 Focus and Epicenter
 Focus is the point within Earth where the
earthquake starts.
 Epicenter is the location on the surface
directly above the focus.
 Faults are fractures in Earth where
movement has occurred.

What causes an Earthquake?

1. Elastic Rebound Hypothesis

 Most earthquakes are produced by the
rapid release of elastic energy stored in
rock that has been subjected to great
forces.
 When the strength of the rock is
exceeded, it suddenly breaks, causing
the vibrations of an earthquake.
2. Aftershocks and Foreshocks
 An aftershock is a small earthquake that
follows the main earthquake.
 A foreshock is a small earthquake that
often precedes a major earthquake.

 Earthquakes and volcanic eruption can trigger landslides, especially in areas with water saturated
soils, a common characteristic of Cascadia. Landslides may result in falling rocks and debris that
collide with people, buildings, and vehicles.
 There were earthquakes that happened in the Philippines which were noticeably strong such as
magnitude 6.9 in October 2019 which hit southern Philippines. Another one was 6.1 magnitude
that struck the Island of Luzon in April of 2019. Recently, multiple earthquakes were felt when
Taal Volcano erupted early in 2020.

MEASURING AN EARTHQUAKE

Earthquake Waves
 Seismographs are instruments that record
earthquake waves.
 Seismograms are traces of amplified,
electronically recorded ground motion made by
seismographs.
 Surface waves are seismic waves that travel
along Earth’s outer layer.

Seismograph

Seismogram

Body Waves
 Identified as P waves or S waves
 P waves = Are push-pull waves that push (compress) and pull (expand) in the direction
that the waves travel.
= Travel through solids, liquids, and gases.
= Have the greatest velocity of all earthquake waves
 S waves = Seismic waves that travel along Earth’s outer layer
= Shake particles at right angles to the direction that they travel
= Travel only through solids

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 = Slower velocity than P waves
 A seismogram shows all three types of seismic waves—surface waves, P waves, and S
waves.

LOCATING AN EARTHQUAKE

Earthquake Distance - The epicenter is located

using the difference in the arrival times between
P and S wave recordings, which are related to
distance.
Earthquake Direction - Travel-time graphs from
three or more seismographs can be used to find
the exact location of an earthquake epicenter.
Earthquake Zones - About 95 percent of the
major earthquakes occur in a few narrow zones.

MEASURING AN EARTHQUAKE

Historically, scientists have used two different types of measurements to describe the size of an
earthquake — intensity and magnitude.

Richter Scale
 Based on the amplitude of the largest seismic wave
 Each unit of Richter magnitude equates to roughly a 32-fold energy increase
 Does not estimate adequately the size of very large earthquakes

Momentum Magnitude - Derived from the amount of displacement that occurs along the fault zone
 Moment magnitude is the most widely used measurement for earthquakes because it is
the only magnitude scale that estimates the energy released by earthquakes.
 Measures very large earthquakes

Have you experienced an earthquake? What did you feel?

Probably, you will feel shaking of your body and even the entire surroundings which causes the ground
shaking.

Listed below are the hazards caused by an earthquake:

A. Ground shaking or Seismic Vibrations is one of the hazards resulting from earthquake,
volcanic eruption, and landslides. Ground shaking is both a hazard created by earthquakes and
the trigger for other hazards such as liquefaction and landslides. Ground shaking describes the
vibration of the ground during an earthquake.

B. Surface faulting is displacement that reaches the earth's surface during slip along a fault. It
commonly occurs with shallow earthquakes; those with an epicenter less than 20 km. Surface
faulting also may accompany aseismic creep or natural or man-induced subsidence.

C. A landslide is defined as the movement of a mass of rock, debris, or earth down a slope.
Landslides are a type of "mass wasting," which denotes any down-slope movement of soil and
rock under the direct influence of gravity. The term "landslide" encompasses five modes of slope
movement: falls, topples, slides, spreads, and flows.

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 D. Liquefaction describes the way in which soil
liquefies during ground shaking. Liquefaction can
undermine the foundations and supports of buildings,
bridges, pipelines, and roads, causing them to sink
into the ground, collapse, or dissolve.

E. Tsunamis are giant waves caused by earthquakes or

volcanic eruptions under the sea. It can injure or kill
many people and cause significant damage to
buildings and other structures. The speed of tsunami
waves depends on ocean depth rather than the
distance from the source of the wave. Tsunami waves
may travel as fast as jet planes over deep waters,
only slowing down when reaching shallow waters.
Tsunami is the Japanese word for “seismic sea
wave.”
F. Fire - In the San Francisco earthquake of 1906, most Effects of Subsidence Due to Liquefaction
of the destruction was caused by fires that started when
gas and electrical lines were cut.

Predicting Earthquakes
Short-Range Predictions - So far, methods for short-
range predictions of earthquakes have not been
successful.
Long-Range Forecasts - Scientists don’t yet
understand enough about how and where earthquakes
will occur to make accurate long-term predictions. A
seismic gap is an area along a fault where there has
not been any earthquake activity for a long period of
time.

What are volcanoes?

Volcanoes can be exciting and fascinating, but are also very dangerous. Any kind of volcano can
create harmful or deadly phenomena, whether during an eruption or a period of dormancy.
Volcanoes are natural systems and always have some element of unpredictability.

What about volcanic eruption?

A volcanic eruption occurs when magma is released from a volcano.

Volcanic eruptions are major natural hazards on Earth.
Volcanic eruptions can have a devastating effect on people and the environment.

These are the hazards caused by volcanic eruption:

A. Tephra consists of pyroclastic fragments of any size and origin. It is a synonym for "pyroclastic
material." Tephra ranges in size from ash (<2 mm) to lapilli (2-64 mm) to blocks and bombs (>64
mm).
B. A pyroclastic flow is a dense, fast-moving flow of solidified lava pieces, volcanic ash, and hot
gases. Pyroclastic flows form in various ways. A common cause is when the column of lava, ash,
and gases expelled from a volcano during an eruption loses its upward momentum and falls back
to the ground. Another cause is when volcanic material expelled during an eruption immediately
begins moving down the sides of the volcano. Pyroclastic flows can also form when a lava dome
or lava flow becomes too steep and collapses.
C. Lahar is an Indonesian term that describes a hot or cold mixture of water and rock fragments that
flows down the slopes of a volcano and typically enters a river valley. Lahars are extremely
dangerous especially to those living in valley areas near a volcano. Lahars can bury and destroy
manmade structures including roads and bridges.
D. A flood is an overflow of water that submerges land that is usually dry. Floods can look very
different because flooding covers anything from a few inches of water to several feet.
E. Lava domes are formed by viscous magma being erupted effusively onto the surface and then
piling up around the vent. Like lava flows, they typically do not have enough gas or pressure to
erupt explosively, although they may sometimes be preceded or followed by explosive activity.
The shape and size of lava domes varies greatly, but they are typically steep-sided and thick.
F. Poisonous gases, the gases that are released during a volcanic eruption, come from deep
within the Earth. The largest portion of gases released into the atmosphere is water vapor.

The Philippines has suffered from an inexhaustible number of deadly typhoons, earthquakes,
volcanic eruptions and other natural disasters. This is due to its location along the Ring of Fire, or
typhoon belt – a large Pacific Ocean region where many of Earth’s volcanic eruptions and
earthquakes occur.

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 Taal Volcano, on the island of Luzon in the Philippines, is the country's second most active
volcano. It boomed to life on January 12,2020, Sunday afternoon, spilling volcanic ash. Taal
Volcano sent a massive plume of ash and steam spewing miles into the sky and pushed red-hot
lava out of its crater, prompting the evacuation of thousands of people and the closure of Manila's
airport. Hundreds of earthquakes were noted while the volcano was erupting. Flashes of lightning
lit up the plume, lending the scene an otherworldly appearance.

What’s More

Activity 3. Check Me Out

1. In the table below, put a check on the hazards that you have experienced in your locality. Then,
explain why these hazards happened to our country. Write your answers in the answer sheet or
separate sheet.

Ground shaking Liquefaction Landslides Tsunami

2. Why is the Philippines prone to geologic hazard?

Activity 4: List Me In

Identify and list down the hazards using published resources and personal observation. Write your
answer in a separate sheet.

Published Resources Personal Observation

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

LANDSLIDES

Landslide is an occurrence in which soil, rocks and vegetal debris are transported suddenly or
slowly down a slope due to insufficient stability. It may happen when there is continuous rainfall,
earthquakes and/or volcanic eruption accompanied by a very loud noise

Landslide can be resulted from the failure of the materials to make up the hill slope, and get driven
by the force of gravity. Landslide is also known as landslips, slumps or slope failure.

Below is an image of landslide due to human activities:

Figure 1. An illustration of landslide occurrence

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 Listed below are some of the human activities that speed up or trigger landslide:

a. Overloading slopes
b. Mining which uses explosives underground
c. Excavation or displacement of rocks.
d. Land use such as modification of slopes by construction of roads, railways, buildings,
houses, etc.
e. Quarrying which includes excavation or pit, open to the air, from which building stone,
slate, or the like is obtained by cutting, blasting, etc.
f. Land pollution which is the degradation of earth’s land surface, exploitation of minerals
and improper use of soil by inadequate agricultural practices.
g. Excavation which pertains to exposure, processing, and recording of archaeological
remains
h. Cutting Trees that can lead to deforestation and may encourage landslide

Due to these human activities, several effects of landslides were noted. These cause property
damage, injury and death and adversely affect a variety of resources. For example, water
supplies, fisheries, sewage disposal systems, forests, dams and roadways can be affected for
years after a slide event.

The negative economic effects of landslides include the cost to repair structures, loss of property
value, disruption of transportation routes, medical costs in the event of injury, and indirect costs
such as lost timber and lost fish stocks.

Water availability, quantity and quality can be affected by landslides. Geotechnical studies and
engineering projects to assess and stabilize potentially dangerous sites can be costly.

Are we prepared in case of landslides? These are some precautionary measures to observe
and follow in preparing for landslides:

a. Stay alert and awake. Many debris-flow fatalities occur when people are sleeping.

b. If you are in areas susceptible to landslides and debris flows, consider leaving if it is safe to
do so.

c. Listen for any unusual sounds that might indicate moving debris, such as trees cracking or
boulders knocking together.

d. If you are near a stream or channel, be alert for any sudden increase or decrease in water
flow and for a change from clear to muddy water.

e. Be especially alert when driving. Bridges may be washed out, and culverts overtop.

f. Be aware that strong shaking from earthquakes can induce or intensify the effects of landslides.

What I Have Learned

Activity 5: Places of Possible Hazards

The table below showed places where potential hazards may occur. Write the possible hazards
for the given places.

IN THE CLASSROOM AND CORRIDORS: ON THE TERRITORY SURROUNDING THE

1. SCHOOL
2. 1.
3. 2.
4. 3.
5. 4.
5.
IN THE SCHOOL BUILDING IN THE SETTLEMENT

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

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Guide Questions: Answer the following questions. Write a sentence or two.
1. What will you do if you are: a.) in the classroom or corridor, b) on the territory surrounding the
school, c.) in the school building and d.) in the settlement when an earthquake happens?
2. Which places are the most dangerous?
3. Whose instructions should you follow? What should you do if you are alone?
4. It might happen that your family members are not nearby. Who should you call to receive help
after an earthquake? Do you know the telephone numbers?

What I Can Do

Hazards may pose danger to our lives. Let us be prepared and protect ourselves. As
students, how are you going to protect your lives in times of hazards? In the table below, write a
step by step procedure of preparing and protecting yourselves in times of geologic hazards.

Step by Step Procedure of Preparing and Protecting Ourselves in Times of Geologic Hazards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Assessment
Directions: Read each statement and choose the letter of the correct answer. Write your
answer on a separate sheet of paper.

1. Which of the following may result in falling rocks and debris that collide with people,
buildings, and vehicles?
A. earthquake C. tsunami
B. land slide D. typhoons
2. Which of the following is NOT a volcanic hazard?
A. flooding C. lava
B. lahars D. pyroclastic flows
3. Which of the following is an example of a hazard associated with earthquake?
A. eutrophication C. flooding
B. ground shaking D. pyroclastic density currents
4. What is the main reason why the Philippines has suffered from numerous geologic processes
and calamities?
A. its economic status C. Philippines is 3rd a world country
B. its location (Ring of fire) D. something to do with human population
5. Which of the following hazards undermine the foundations and supports of buildings,
bridges, pipelines, and roads, causing them to sink into the ground, collapse, or dissolve?
A. eutrophication C. liquefaction
B. ground shaking D. pyroclastic density currents
6. Which of the following is NOT a natural hazard?
A. hurricane C. house fire
B. tsunami D. earthquake
7. Which of the following is/are geologic hazard/s?
A. earthquake C. waves pounding on a coast
B. volcanoes D. all of these are geologic hazards
8. What natural hazard is involved when rock underground suddenly breaks along a fault
causing tectonic movement?
A. volcanic eruption C. cyclone
B. earthquake D. hurricane
9. What causes an earthquake?
A. glacier C. landslide
B. very large storm D. a movement along fault

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 10. What do you call this hazard which involves the giant waves which can move at speeds of up to 500
miles an hour and reach heights of hundreds of feet?
A. ground shaking C. landslides
B. liquefaction D. tsunami
11. Which of the following describes the vibration of the ground during an earthquake?
A. ground shaking C. landslides
B. liquefaction D. tsunami
12. What natural hazard has the effects of reshaping new land, debris avalanche, destroyed
forests, and death to many animals?
A. volcanic eruption C. hurricane
B. earthquake D. tsunami
13. A natural physical process becomes a natural hazard when the process becomes .
A. scary C. faster than usual
B. dormant and inactive D. extreme and unpredictable
14. What is the process during earthquake shaking where sand and silt grains in wet soil are
rearranged, and the water in the spaces between the grains is squeezed?
A. ground shaking C. liquefaction
B. landslides D. tsunami
15. What refers to the sliding down of a mass of earth or rock from mountain or cliff?
A. ground shaking C. liquefaction
B. landslides D. tsunami

References
 Ball, Jessica. 2020. Volcanic Hazards, Many Types of Hazards Are Associated with Volcanoes,
accessed May 24, 2020, https://geology.com/volcanoes/volcanic-hazards/?fbclid=IwAR1-
jTDFM6bE_wZkKxwgfLv7-jgslBKzipabK-TrsVUkjr33ONWVDe309EY
 Fisher, Richard. 1997. Hazardous Volcanic Events, accessed May 25,2020,
http://volcanology.geol.ucsb.edu/hazards.htm?fbclid=IwAR24qqc2Y0vGqkKxVpspYr66HAZa5oV
aVq5ywUsIW1OfKgPLMNCI8hSoyg8#:~:text=Tephra%20falls%20and%20Ballistic%20Projectiles
,bombs%20(%3E64%20mm)
 India Environmental Portal. 1993. Human Activity Causes Increase in Landslides, accessed May
23, 2020, http://www.indiaenvironmentportal.org.in/content/10143/human-activity-causes-
increaseinlandslides/?fbclid=IwAR0kEgAel6qefrlm8R8OvyRzYgHJV_dXd4vXUSq2vi8UKYf1C6x
X6Xfj8G8
 Ureta, Romnick. 2016. Human Actions that Speed Up Landslides, accessed May 24, 2020,
https://www.slideshare.net/RomnickUreta/human-actions-that-speed-up- landslides?
from_action=save&fbclid=IwAR2XcM0s1Ca-Yb-
GG2WYh0RCf8hWRcABY3R79zxbLO_S6G9F5Uoupupy6

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 Answer Key – Module 1
15.1 15.1
D4 1 D4 1
C .3 A .3
1
D 12.. Mars is colder than D .2
D
11. D 11..
D
10
Earth.
Venus is hotter than D
10
.9.
D Earth. .9.
D
7.
D
8. D
8.
A
6.
B
EARTH, WHILE 6.
A
7.
D5 HAS ALMOST
THINMARS
ATMOSPHERE.
DENSE D
5.
D .4 B4
ATMOSPHEREAS WHICH D .3
B .3
D .2 IS B .2
D .1 B .1
VENUS HAS VERY THICK D .
D
ASSESSME
. WHAT'S WHAT I
NT MORE KNOW

Answer Key – Module 2

1 1
145 1
5
A 13.. A .4
1
12
C. B .3
1
11
A. medium from the B 1
.2
10
C. water from the hydrosphere
geosphere. and a A .1
D. (energy) from thelivingatmosphere. It C .0
D
9. receives
receives gases, heat, and D .9
8.
C breakdown and erosion. The
sunlight D .8
7.
B biosphere
heat and energy needed for D .7
B
6. atmosphere providesrock the geosphere B .6
B
5. (water),with
and geosphere D .5
4.
A biosphere (living
(land). things),
The D .4
3.
A energy hydrosphere
flows, the atmosphere A .3
2.
D across whose (air),
boundaries A .2
B1 The Earth consists
matter and of four C .1
C . subsystems, B .
WHAT I WHAT' S ASSESSME
KNOW MORE NT

Sample illustration only (use as a guide for the students but without label)

Answer Key – MODULE 3

5.
Ductili
4. 5.
ty
3.Lust brittleness
Sec 4
Malleabilit
2.er Mallea
tility .3
y 1.
Hardnes bility 2. .
Strea
s Duc Luster 1 1. Answer may
k tilityWHAT'S. vary.WHAT I CAN
ADDITIONAL ACTIVITIES MORE DO

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 5,chemical
composition 1
4.crystalline
5
structure
3.Homogeneous 14.
solid
3.Cellp
2.Inor 13
.A 3.
4 9.
hone
ganic
B 12.Tabl
Naturally
5.B. 12
A. 2.
B
8.
C
D
1.
1 1 occuring
e salt
A.1.
ridgC 11
C.
7.
D
15 90 What’sPencil
ea D.
10 MatchingC5
D
6. A 4..
41 .8 New r5 A.
5.
C L5.
Type
S
E
1.3A .7 A
C .4 C
4.
A Hardness
u 4.
tr
21A. 6. C
C .3 B3 Fracture
es
Clea 3
.1C .D A 2.. A .2 at
vage .2
D. D 1.
B B .1 ke .1
A PRE TEST/C C C . VE r WHAT . I
POST POST
TEST TEST LEARNED HA

 QUIZ QUESTIONS
A. Summary questions related to the lesson (Questions in bold font are difficult questions):
1. What are the characteristics that define a mineral?
 Answer: inorganic, naturally occurring, crystalline, solid and must have a consistent chemical composition
2. Which among the following mineral groups, if any, contain silicon: halides, carbonates or sulfides? Explain.
 Answer: None. The identified mineral groups are non-silicates
3. Which is more abundant in the Earth’s crust: silicates or all the other mineral groups combined? Explain.
 Answer: Silicates. Silicon and oxygen are the main components of silicates and these are the two most abundant elements in the Earth’s
crust.
4. An unknown opaque mineral has a black streak and has a density of 18g/cm3. Is the mineral metallic or non-metallic?
 Answer: The mineral is more likely to be metallic because it is opaque and metallic minerals are usually heavy and with dark streaks
5. What is the difference between a mineral's streak and color? Why is streak more reliable for rock identification?
 Answer: Streak is the color of a mineral in powdered form. It is more reliable because it is inherent to most minerals. Color is not reliable
because mineral can be formed with varieties of color, an effect of impurities and weathering.
6. Differentiate habit and a cleavage plane.
 Answer: Habit is the external shape of a crystal that is developed during the formation of the mineral. Cleavage plane is a plane of
weakness that maybe formed in a crystal after the crystal formation.
7. Is it possible for a mineral to have a prismatic habit without having any cleavage? Why or why not? If yes, give an example.
 Answer: Yes, the prismatic habit is simultaneously developed while the mineral is growing. During the process, there is no repetitive plane
of weakness being created which makes the mineral break only by fracturing. An example of this scenario is quartz.

Answer Key – MODULE 4

1
O
R
G
A
N 2
P
L 7
A S T I C H
P 2
C R Y S T A L L I Z A T I O N
H N
A 6
E X T R U S I V E
N R 8
C
E I O
T 3
M E T A M O R P H I S M
I I P
C 4
R O C K A
C
T
5
P Y R O C L A S T I C
O
N

5 1
C I T S A L C
C T L I S A C
1 6
1
5 O N A C L O V
C 1
.4 N
L O I N C A WHAV
A .3
1 E
B .2
1 W T’ S
D .1
D .0 3
D .9 K C O R S U O E N G I
C .8
K I R O C U S O N E G
B .7
4
C .6
B .5 C I H P R O M A T E M
C .4 R E M C P T H I A M E
C .3
B .2 2
B .1 Y R A T N E M I D E S
D . R E Y A D T S I N WordM E
PRE Cryptogram
TEST WHAT'1,2
S
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 cement co
Lithific
ation oli WHAT I CAN DO?
metamorp Compa
ation Crystalliz
ng
B Process
hism ction ationpu a involved 1. Chalk/Sedimentary
mi
s
sand conglom Bre ce
a Exa A. Sandstone, Sedimentary
Lime
stone erate cci Obsidian,lt mple
stone a, granite sT 3.Schist, Metamorphic
Cl extr y
Regional Co Non-a usiv
Intr p 4. Limestone, Sedimentary
Metamorphismnta Clastic st usi
e e
ct ic ve
Ign s
Metamo Sedime eo 5. Gabro, Sedimentary
rphic ntary us
1
51 What I have
.4
1 Learned?
C
13.
1A
2 .
1.B
0
C.9
D..8
D 7 . Metamo 5
Heat and/or
rphic .4
C
.6
Pressure
Sedime
Ign .3
5 .
B
.4 ntary
eo .2
C
Intrusion/
us .1
.B
3
C.2 Reg Cl eruption Extr .B
1
C . iona
Co Non-a Intr .
usiv
.B l
nta Clastic
st e
usi
Ign
B Metamoct Sedimeic ve
eo
D rphic ntary us A
ASSESSMENT / POST .
TEST
ADDITIONAL ACTIVITIES

Answer Key – MODULE 5

1
5. 5
1
4.
hydroly B .4
1
dissoluti
sis B 1
.3
II- Chemical on B 1
.2
3.weathering
burrowing of A .1
animals
2. human D .0
1.activity
organic B .9
activity
I-Physical Acti C .8
weatheringvity B .7
Acti
WHAT4IS vity C .6
ITActi A .5
Answer may vary among students’ WHAT I HAVE 9 A .4
perceptions. vity LEARNED B .3
Answer may vary among students’Acti
3 A .2
perceptions. vity C .1
WHAT' S 2 D .
ASSESSME
NEW
DECOMPOSI NT
percept TION
DISINTEGRA
among
ions. TION
SEDIM R percept
Answer may
students’ ENTS
IGNE O ions.
Answer may vary among
vary OUS CKActi students’
S vity Activi
1 ty 11
WHAT'
1 WHAT I CAN
S5
1 IN DO
D .4
1
A 1
.3
C 1
.2 j.
D .1 i.
hydrolysis
A 10. . h. Mass
Deposition
Acti wastingg.
C vity
9. D f. Chemical
Erosion
8. D WHAT' S8 weatheringe.
7. D Answer may varyMORE
among
Acti Abrasion
d.
6. A students. vity c. Soil
5. D Answer may vary among 7
Acti MechanicalOxidation b
4. B students. vity weathering
Weath .a
3.2.B Answer may vary among students’Acti
6 ering Activi.
1.
C perceptions. vity ty 10
D I WHAT I HAVE
WHAT WHAT' S5
KNOW LEARNED
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Answer Key MODULE 6
5.
4.
RH
P RH 3
P
H .2
R Acti.1
H
cH vity . 1
Core – Outer and Innerr 2 3 1
5
Mantle – Upper and Lower u
core .2 C .4
1
mantle s . A .3
1
Crust – Oceanic and t Acti1 D 1
.2
Continental vity . A .1
WHAT' 1 B .0
Volca h 15 A .9
noesg. . S IN14 . C .8
f. Plate
Earthquakes B.
13 D .7
tectonics
e. A.
12 A .6
d. Convection
Convection 11
A. B .5
current c. 10
C. A .4
b. Earth’s
Plates A. A .3
Plates a. Acti B
9. 2
D .
Crust vity 8.
A D .1
4
Wh 7.
D D .
at's 6.
A ASSESSME
It C5 NTperce
perce B .4 Answer may vary accordingption
to
Answer may vary accordingption
to A .3 student’s Acti
student’s Acti 2D . vity
vity A .1 5
WHAT' S 3 DWHAT . I WHAT' S
NEW KNOW MORE

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