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Module 5

The document outlines the curriculum for Grade 11 Earth and Life Science, focusing on Earth materials and processes, including crustal deformation and the history of the Earth. It sets content and performance standards for students to understand Earth's subsystems and assess geological and hydrometeorological hazards in their communities. Additionally, it includes learning objectives related to continental drift, plate tectonics, and the geological time scale, along with suggested activities and assessments.

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DE GUZMAN JUN JASPER H.
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2 views3 pages

Module 5

The document outlines the curriculum for Grade 11 Earth and Life Science, focusing on Earth materials and processes, including crustal deformation and the history of the Earth. It sets content and performance standards for students to understand Earth's subsystems and assess geological and hydrometeorological hazards in their communities. Additionally, it includes learning objectives related to continental drift, plate tectonics, and the geological time scale, along with suggested activities and assessments.

Uploaded by

DE GUZMAN JUN JASPER H.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EARTH AND LIFE


GRADE 11
2

LEARNING CONTENT
II. EARTH MATERIALS AND PROCESSES

● Deformation of the crust

● History of the Earth

CONTENT STANDARDS

● The learners demonstrate an understanding about the subsystems (geosphere,


hydrosphere, atmosphere, and biosphere) that make up the Earth.

PERFORMANCE STANDARDS

● Conduct a survey to assess the possible geologic hazards that your community
may experience. (Note: Select this performance standard if your school is in an
area near fault lines, volcanoes, and steep slopes.)

● Conduct a survey or design a study to assess the possible hydrometeorological


hazards that your community may experience. (Note: Select this performance
standard if your school is in an area that is frequently hit by tropical cyclones and
is usually flooded.)

LEARNING OBJECTIVES
A t the end of the week, the students are able to:

● Explain how the continents drift.

● Cite evidence that support continental drift.

● Explain how the movement of plates leads to the formation of folds and faults.

● Explain how the seafloor spreads.

● Describe the structure and evolution of ocean basins.

● Was introduced to the world in 1912 but was greeted with the same censure and
skepticism that confronted Darwin’s theory of evolution and Gelileo’s support for
heliocentrism centuries ago. It was taken with so much skeptism , because what the
theory proposed was totally incongrous with human experience.
Crustal Deformation
I. Deformation of rocks in Earth's crust takes many forms;
A. Changes in volume, shape, and position can occur alone or in combination.

● Stress = applied force = cause of the deformation

● Strain = resulting deformation

It is theorized that the true age of the earth is about 4.6 billion years old, formed at about the
same time as the rest of our solar system. The oldest rocks geologists have been able to find
are 3.9 billion years old. Using radiometric dating methods to determine the age of rocks means
scientists have to rely on when the rock was initially formed (as in - when its internal minerals
first cooled). In the infancy of our home planet the entire earth was molten rock - a magma
ocean.
Since we can only measure as far back in time as we had solid rock on this planet, we are
limited in how we can measure the real age of the earth. Due to the forces of plate tectonics, our
planet is also a very dynamic one; new mountains forming, old ones wearing down, volcanoes
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melting and reshaping new crust. The continual changing and reshaping of the earth's surface
that involves the melting down and reconstructing of old rock has pretty much eliminated most
of the original rocks that came with earth when it was newly formed. So the age is a theoretical
age.

Scientists have been looking increasingly to space to explain these mass extinctions that have
been happening almost like clockwork since the beginning of "living" time. Perhaps we've been
getting periodically belted by more space rocks (ie. asteroids), or the collision of neutron stars
happening too close for comfort? Each time a mass extinction occurred, life found a way to
come back from the brink. Life has tenaciously clung to this small blue planet for the last three
billion years. Scientists are finding new cues as to how life first began on earth in some really
interesting places - the deep ocean.
ACTIVITIES
ACTIVITY 1 : ANALYZATION
DIRECTIONS: Analyze the picture below. Explain your understanding and idea
regarding the pictures.

ACTIVITY 2 : GEOLOGIC TIME SCALE


DIRECTIONS: Create geologic time scale using any organizational pattern.

ASSESSMENT
Identification. Write the correct answer in the blank.
_______________1. the first life form on earth

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