Q1 Earth and Life Science Module PDF

EARTH AND LIFE SCIENCE Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: CORE SUBJECT Quarter: FIRST Course Description: This learning area is designed to provide a general background fo...

EARTH AND LIFE SCIENCE Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: CORE SUBJECT Quarter: FIRST Course Description: This learning area is designed to provide a general background for the understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems pertaining to natural hazards are also included. It also deals with the basic principles and processes in the study of biology. It covers life processes and interactions at the cellular, organism, population, and ecosystem levels. Course Requirements: Below are the list of activities that must be completed and submitted. Raw Final WEEK ACTIVITIES Date of Completion Score Grade Enabling Assessment Activity No. 1 – 1 30 The Goldilocks Planet Performance Check 1 – Exogenic 2 50 Process in your Community Performance Check 2 – Chocolate 3 50 Mantle Convection Experiment Enabling Assessment Activity No. 2 – 4 30 Igneous Rocks Enabling Assessment Activity No. 3 – 5 30 Deformation of the Earth’s Crust Enabling Assessment Activity No. 4 – 6 30 Geologic Time Scale Performance Check 3 50 7 Seismic and Volcanic Hazard 15% Preparedness Performance Check 4 – Hydro- 8 50 15% Meteorological Hazard Preparedness TOTAL 320 100% Grading System (Earth and Life Science) QUARTER 1 Performance Check 50% Enabling Assessment Activity 30% Quarterly Examination 20% FIRST QUARTERLY GRADE TOTAL 100%  1 CDLB – EARTH AND LIFE SCIENCES 2023-2024 PRE-REQUISUTE ASSESSMENT 1. Why are the inner planets called terrestrial planets? 2. Why are the outer planets called Jovian and Gas planets? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Inner and Outer Planets PRE-REQUISITE SKILL: Describe the composition of the planets in the Solar System TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger or thru his email RUA: At the end of the lesson, you should be able to: a. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life b. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow INSTITUTIONAL VALUES: Environmental Awareness, Critical and Analytical Thinking Students will be able to apply a. Critical and Analytical thinking skills in explaining the reason why Earth is habitable. b. Environmental awareness on the sub-systems of Earth and its inter-relationship with one another OVERVIEW OF THE LESSON This lesson is all about the earth, particularly the Earth’s subsystems and the relationship of one subsystem to another, as well as the factors that make a certain planet habitable STUDENT’S EXPERIENTIAL LEARNING  2 CDLB – EARTH AND LIFE SCIENCES 2023-2024 1. Venus, Earth, and Mars are part of the inner terrestrial or "rocky" planets. Their composition and densities are not too different from each other. 2. Venus is considered to be the Earth's twin planet. It has a very similar size and mass with the Earth. Mars is about half the Earth's size. 3. Orbital period and velocity are related to the planet's distance from the sun. Among the three planet, Venus is the nearest and Mars is the farthest from the Sun. 4. Rotational speed of Earth and Mars are very similar. Rotational speed of Venus is extremely slow. 5. Abundance of liquid water on Earth, hence the blue color. The Earth is a habitable planet. CHUNK 1: FACTORS THAT MAKE A PLANET HABITABLE FACTORS THAT Not Enough of Just Right Too Much of Situation in MAKE A PLANET the Factor the Factor the Solar HABITABLE System 1. Temperature Low Life seems to At about Surface: only influences how temperatures be limited to 125oC, the Earth’s quickly atoms and cause a proteins, surface is molecules move. chemicals to temperature carbohydrate in this react slowly, range of - molecules, temperature which 150C to genetic range. interferes with materials (e.g., 115oC. In this the reactions DNA and Subsurface: necessary for range, liquid water can RNA) start to the interior of life. It can also break apart. the solid cause the still exist Also, high planets and freezing of under certain moons may be conditions. temperatures water, making cause the in this liquid water quick temperature unavailable. evaporation of range. water. 2. Atmosphere Small planets Earth & Venus Venus’s Of the solid Traps heat, shields and moons are the right atmosphere is planets & the surface from have size to hold a 100 times moons, only harmful radiation, insufficient sufficient-sized thicker than Earth, Venus, and provides gravity to hold atmosphere. Earth’s. It is & Titan have chemicals needed an atmosphere. Earth’s made almost significant for life, such as The gas atmosphere is entirely of atmospheres. molecules about 100 greenhouse nitrogen and carbon Mars’ escape to miles thick. It gasses, dioxide. atmosphere is space, leaving keeps the making the about 1/100th the planet or surface warm surface too hot that of Earth’s, moon without & protects it for life. The too small for an insulating from radiation four giant significant blanket or a & small- to planets are insulation or protective medium-sized completely shielding. shield. meteorites. made of gas.  3 CDLB – EARTH AND LIFE SCIENCES 2023-2024 3. Energy When there is With a steady Light energy is Surface: The Organisms use light too little input of either a problem if it inner planets or chemical energy to sunlight or too light or makes a planet get too run their life few of the chemical too hot much sunlight processes. chemicals that energy, cells or if there are for life. The provide energy can run the too many outer planets chemical harmful rays, get too little. to cells, such as iron or reactions such as sulfur, necessary for ultraviolet. Too Sub-surface: life. many Most solid organisms die. energyrich planets & chemicals are moons have not a problem energy-rich chemicals. 4. Nutrients Without All solid Too many Surface: Earth Used to build and chemicals to planets & nutrients are has water maintain an make proteins moons have not a problem. cycle, an organism’s body. & the same However, too atmosphere, carbohydrates, general active a and volcanoes organisms chemical circulation to circulate cannot grow. system, such nutrients. makeup, so Planets without as the constant Venus, Titan, systems to nutrients are Io, and Mars volcanism on deliver present. Jupiter’s moon, have nutrients nutrients to its Those with a Io, or the and ways organisms water cycle or churning to circulate (e.g., a water volcanic atmospheres of them to cycle or activity can the gas organisms. volcanic transport and planets, activity) cannot replenish the interferes with Sub-surface: support life. chemicals an organism’s Any planet or Also, when required by ability to get moon with sub- nutrients are living enough surface water spread so thin organisms. nutrients. or molten rock that they are can circulate hard to obtain, and replenish such as on a nutrients for gas planet, life organisms cannot exist. Source: https://www.lpi.usra.edu/education/explore/our_place/hab_ref_table.pdf  4 CDLB – EARTH AND LIFE SCIENCES 2023-2024 CHUNK 2: EARTH’S SUBSYSTEM Definition of a System A set of interconnected components that are interacting to form a unified whole. Earth System as closed system A closed system is a system in which there is only an exchange of heat or energy and no exchange of matter. The earth is a closed system. It receives energy from the sun and returns some of this energy to space. The Earth system. (Source: https://www.earthonlinemedia.com) The atmosphere is the thin gaseous layer that envelopes the lithosphere. The present atmosphere is composed of 78% nitrogen (N), 21% oxygen (O2), 0.9% argon, and trace amount of other gases. One of the most important processes by which the heat on 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. Atmosphere  5 CDLB – EARTH AND LIFE SCIENCES 2023-2024 The lithosphere includes the rocks of the crust and mantle, the metallic liquid outer core, and the solid metallic inner core. Briefly discuss the Plate Tectonics as an important process shaping the surface of the Earth. The primary driving mechanism is the Earth's internal heat, such as that in mantle convection. Lithosphere The biosphere is the set of all life forms on Earth. 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 photosynthetic organisms. During photosynthesis, CO2 is sequestered from the atmosphere, while oxygen is released as a byproduct. The biosphere is a CO2 sink, and therefore, an important part of the carbon cycle. Sunlight is not necessary for life. Biosphere  6 CDLB – EARTH AND LIFE SCIENCES 2023-2024 About 70% of the Earth is covered with liquid water (hydrosphere) and much of it is in the form of ocean water (Figure 3). Only 3% of Earth's water is fresh: two-thirds are in the form of ice, and the remaining one-third is present in streams, lakes, and groundwater. The oceans are important sinks for CO2 through direct exchange with the atmosphere and indirectly through the weathering of rocks. Heat is absorbed and redistributed on the surface of the Earth through ocean circulation. Hydrosphere WEEK 1 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: _____/15 Enabling Assessment Activity No. 1: The Goldilocks Planet Here is the task you've been assigned. Read the six-stanza poem below first. Find the Goldilocks element that is mentioned in each stanza next. Third, explain the significance of the variable mentioned in each verse. And finally, answer the guide questions below. The Goldilocks Planet I am happy I’m on earth and not anywhere else Stanza 1: I breathe well with the greens and everyone else Factors: (1 pt.) _________________ The warmth in the morning balanced by the coolness at night Importance: (2 pts.) _____________ My skin loves summer as I got shield from too much sunlight! _____________________________  7 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Not too cold and not too warm Stanza 2: I felt just right even with the storm Factors: (1 pt.) _________________ Water in varied forms you made possible Ignoring Importance: (2 pts.) _____________ you on earth is just impossible! _____________________________ Warming the oceans, creating weather patterns Stanza 3: The earth is at right distance from you and it matters Your Factors: (1 pt.) _________________ energy gets photosynthesis going Importance: (2 pts.) _____________ So that oxygen and food will keep everyone growing! _____________________________ Living things everywhere, abound and flourish Stanza 4: They need each other to keep them nourished Factors: (1 pt.) _________________ You make survival a possibility Importance: (2 pts.) _____________ For the Earth’s ecosystems’ sustainability and stability! _____________________________ What would earth be without you? Stanza 5: Oceans, icebergs, and vapor offer a clue Factors: (1 pt.) _________________ 71% of Earth is covered by you Importance: (2 pts.) _____________ Indeed, life on earth is possible because of you! _____________________________ 1. What are the layers of the Earth? Describe each one briefly. (5pts) 2. What are the factors and the four subsystems of the earth and how do they contribute to the habitability of the planet? (5pts) 3. What do you think would happen if the Earth is closer/nearer to the Sun? Can Earth still support life? Explain your answer concisely. (5pts) RUA of Student’s Learning Score: _____/15 Since the earth is the only spot in the solar system that can support life, list three issues our planet is currently facing and suggest a potential solution for each issue you have raised. You may write a short essay, poem, slogan or draw a poster (15 pts) ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT 1. Are limestones considered mineral? Explain 2. Explain why mineral water is not considered a mineral?  8 CDLB – EARTH AND LIFE SCIENCES 2023-2024 LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Inorganic compounds PRE-REQUISITE SKILL: Ability to distinguish inorganic from organic TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger RUA: At the end of the lesson, you should be able to: identify common rock-forming minerals using their physical and chemical properties classify rocks into igneous, sedimentary, and metamorphic describe how rocks undergo weathering INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in identifying minerals b. Critical and Analytical thinking skills in classifying rocks c. Environmental awareness on how minerals affect the environment and man’s manner of living OVERVIEW OF THE LESSON This lesson is all about minerals; its classification and properties, and the classification of rocks STUDENT’S EXPERIENTIAL LEARNING Review on minerals and the important properties which define a mineral. A. Mineral — a naturally occurring (not man-made or machine generated), inorganic (not a by-product of living things) solid with an orderly crystalline structure and a definite chemical composition B. Minerals are the basic building blocks of rocks CHUNK 1: MINERALS table salt Mineral Name: Halite Chemical composition: NaCl Luster: Non-metallic – vitreous; transparent to transluscent Hardness: Soft (2-2.5) Color: White Streak: White Crystal Form / Habit: Cubic Cleavage: Perfect cubic Image Source: vayain Specific Gravity: Light (2.2) Other Properties: Salty taste; very soluble; produces reddish spark in flame The geology of a given area, particularly the rocks and minerals, plays a large role in the local environment.  9 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Rocks and minerals break down to form soils. The minerals and nutrients in a particular soil influences what sorts of plants and therefore animals will occur in an area. Most rocks are formed from one or more minerals. Minerals are inorganic substances with specific physical and chemical properties. Minerals can be used to identify rocks and soils. Chemical Properties of Minerals Approximately 95% of minerals are silicates which contain silicon (Si) and oxygen (O) atoms bonded together. Oxygen (46%) and silicon (28%) are the two most abundant elements in the Earth’s crust. Carbonates contain CO3 molecules. Sulfates contain S04 molecules, sulfides contain elemental sulfur (S). Oxides of iron and aluminium are relatively common, e.g. haematite. Physical Properties of Minerals These properties that help geologists identify a mineral in a rock are: color, hardness, luster, crystal forms, density, and cleavage. Crystal form, cleavage, and hardness are determined primarily by the crystal structure at the atomic level. Color and density are determined primarily by the chemical composition. Color/Streak A lot of minerals can exhibit same or similar colors. Individual minerals can also display a variety of colors resulting from impurities and also from some geologic processes like weathering. Streak test Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.  10 Luster – it is the quality and CDLB – EARTH AND LIFE SCIENCES 2023-2024 intensity of reflected light exhibited by the mineral Crystal Form/Habit It is the natural shape of the mineral before the development of any cleavage or fracture. Cleavage – the property of some minerals to break along specific planes of weakness to form smooth, flat surfaces Density is the objects’ mass divided by its volume, usually in g/cm 3  11 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Common rock- forming minerals are the most abundant minerals found on our planet Earth. Most rocks found on the surface are composed of these minerals. CHUNK 2: ROCK CLASSIFICATIONS Rocks are classified on the basis of the mode of formation. The three rock types are igneous, sedimentary and metamorphic rocks. 1. Igneous rocks - rocks that are formed from the solidification of molten rock material (magma or lava). Molten rock material can solidify below the surface of the earth (plutonic igneous rocks) or at the surface of the Earth (volcanic igneous rocks). Minerals are formed during the crystallization of the magma. Note that the rate of cooling is one of the most important factors that control crystal size and the texture of the rock in general. Igneous rocks are also classified according to silica content: felsic, intermediate, mafic and ultramafic.  felsic: also called granitic; >65% silica, generally light-colored  intermediate: also called andesitic; 55-65% silica; generally medium colored (medium gray)  mafic: also called basaltic; 45-55% silica; generally dark colored  ultramafic: 1cm is called bedding and anything less is called lamination; layering is the result of a change in grain size and composition; each layer represents a distinct period of deposition.  Fossils: remains and traces of plants and animals that are preserved in rocks Non-clastic / Chemical/Biochemical – derived from sediments that precipitated from concentrated solutions (e.g. seawater) or from the accumulation of biologic or organic material (e.g. shells, plant material). They are further classified on the basis of chemical composition.  12 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Clastic/terrigenous - form from the accumulation and lithification of sediments derived from the breakdown of pre-existing rocks. They are further classified according to dominant grain size. 1. Conglomerate on top left relatively large and rounded clasts as compared to the angular clasts of the breccia on top right. 2. Sandstone middle left with visible grains and prominent layering and claystone on middle right with several embedded fossils. 3. Non-clastic sedimentary rocks limestone on bottom left and coquina on bottom right. 3. Metamorphic rocks - rocks that form from the transformation of pre-existing rocks (igneous, sedimentary, or metamorphic rocks) through the process of metamorphism. Metamorphism can involve changes in the physical and chemical properties of rocks in response to heat, pressure, and chemically active fluids. They are commonly formed underneath the earth through metamorphism Contact metamorphism  Heat as the main factor: occurs when a pre-existing rocks get in contact with a heat source (magma)  Occurs on a relatively small scale: around the vicinity of intruding magma  Creates non-foliated metamorphic rocks (e.g. hornfels) Regional metamorphism  Pressure as main factor: occurs in areas that have undergone deformation during orogenic event resulting in mountain belts  Occurs in a regional/large scale The rock cycle illustrates how geologic processes occurring both at the surface and underneath the Earth’s surface can change a rock from one type to another.  13 CDLB – EARTH AND LIFE SCIENCES 2023-2024 CHUNK 3: EXOGENIC PROCESSES The processes which occur on the earth’s surface due to the influence of exogenic forces are called exogenic processes or exogenic geomorphic processes. Weathering, mass wasting, erosion, and deposition are the main exogenic processes. All the exogenic processes are covered under a general term- denudation, which means strip off or uncovers. The elements of nature capable of doing these exogenic processes are termed geomorphic agents (or exogenic geomorphic agents). E.g. the wind, water, waves etc. Weathering occurs as a response to the low pressure, low temperature, and water and oxygenrich nature of the Earth’s surface. It is the breaking down or dissolving of rocks and minerals on Earth’s surface. Categories of weathering: 1. Physical weathering (or mechanical weathering) disintegrates rocks, breaking them into smaller pieces. The processes that lead to the mechanical disintegration of rocks:  14 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Frost wedging- when water gets inside the Abrasion – wearing away of rocks by joints, alternate freezing and thawing constant collision of loose particles episodes pry the rock apart. Salt crystal growth- force exerted by salt Biological activity - plants and animals as crystal that formed as water evaporates from agents of mechanical weathering pore spaces or cracks in rocks can cause the rock to fall apart. Source: https://www.geology.com 2. Chemical weathering decomposes rocks through chemical reactions that change the original rock-forming minerals. The major processes of chemical weathering are as follows:  15 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Dissolution – dissociation of molecules Hydrolysis- change in the composition of into ions; common example includes minerals when they react with water dissolution of limestone in water Oxidation- reaction between minerals and oxygen dissolved in water Factors that affect the type, extent, and rate at which weathering takes place: a. Climate – areas that are cold and dry tend to have slow rates of chemical weathering and weathering is mostly physical; chemical weathering is most active in areas with high temperature and rainfall b. Rock type – the minerals that constitute rocks have different susceptibilities to weathering. Those that are most stable to surface conditions will be the most resistant to weathering. Thus, olivine for example which crystallizes at high temperature conditions will weather first than quartz which crystallizes at lower temperature conditions. c. Rock structure- rate of weathering is affected by the presence of joints, folds, faults, bedding planes through which agents of weathering enter a rock mass. Highlyjointed/fractured rocks disintegrate faster than a solid mass of rock of the same dimension d. Topography- weathering occurs more quickly on a steep slope than on a gentle one e. Time- length of exposure to agents of weather determines the degree of weathering of a rock Erosion and Deposition Erosion is the acquisition and transportation of rock debris by geomorphic agents like running water, the wind, waves etc. Though weathering aids erosion, it is not a pre-condition for erosion to takes place. (i.e., erosion can take place in unweathered conditions also) The deposition is a consequence of erosion. The erosional agents lose their velocity and energy on gentle slopes and materials carried by them start to settle themselves.  16 CDLB – EARTH AND LIFE SCIENCES 2023-2024 AGENTS OF EROSION 1. Running water carries particles called the load. 3. Wind erodes by: deflation (removal of loose, fine particles from the surface), and abrasion Example: rivers and streams 2. Ocean or Sea Waves can 4. Gravity erodes through mass wasting break solid rock and throw broken (the downslope movement of soil, pieces rock, and regolith under the direct against influence shore of gravity) 5. Glacier — a moving body of ice on land that moves downslope or outward from an area of accumulation Mass movements (also called mass-wasting) is the down-slope movement of regolith (loose uncemented mixture of soil and rock particles that covers the Earth's surface) by the force of gravity without the aid of a transporting medium such as water, ice, or wind. Mass movements are classified into:  17 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Slow movements Solifluction - the gradual movement of wet soil or other material down a slope, especially where frozen subsoil acts as a barrier to the percolation of water. Rapid movements. A) EARTHFLOW: B) MUDFLOW: C) DEBRIS AVALANCHE: The movement of In the absence of It is more in humid regions watersaturated clayey or silty vegetation and cover and with or without vegetation. It earth materials down low with heavy rainfall, thick occurs in narrow tracks on angle terraces or hillsides is layers of weathered steep slopes and is similar to called earthflow. materials get saturated with snow avalanche. water and either slow or rapidly flow down along definite channels is called as a mudflow WEEK 2 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: _____/40 Performance Check No. 1: Exogenic Processes in Your Community Observing your neighborhood is what you are supposed to do. To determine your Purok's vulnerability to erosion and other exogenic processes that are now taking place in your neighborhood, write an observation about it and include all necessary information should be written down. 1. Name of Barangay: ____________________________ (1 pt.) Municipality: __________________ (1 pt.) Province: __________________ (1 pt.)  18 CDLB – EARTH AND LIFE SCIENCES 2023-2024 2. Total Number of Purok in your Barangay? ____________________________ (1 pt.) Which Purok do you live in? ____________________ (1 pt.) 3. Geographical Location (Latitude and Longitude): _______________________ (1 pt.) 4. Landforms near the Barangay with approximate distance: ______________________________________________________________ (1pt.) 5. Bodies of water near the Barangay with approximate distance: ______________________________________________________________ (1pt.) Did you observe Effects of exogenic Effects of exogenic this in your processes on the processes on the Exogenic Process community? environment? people/citizen? Yes or No (2 pts) (3 pts) (3 pts) Weathering (Physical, Chemical and Biological Weathering) Erosion (Running/ground water, glaciers, waves & wind) Mass Movement (Slow mass and rapid mass movements) Deposition (Running/ground water, glaciers, waves & wind) RUA of a Student’s Learning Score: _____/10 Write various strategies and ways that can be implemented to effectively prevent landslides and ensure the safety of communities. You may write a short essay, poem, slogan or draw a poster about it (10 pts) ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT What are the 6 layers of the Earth? Why is the Earth’s core solid if its temperature is so hot? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Earth’s Layers PRE-REQUISITE SKILL: Ability to explain the composition and processes in each layer of the Earth TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger  19 CDLB – EARTH AND LIFE SCIENCES 2023-2024 RUA: At the end of the lesson, you should be able to: describe where the Earth’s internal heat comes from describe how magma is formed (magmatism) INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in describing the process of magmatism b. Critical and Analytical thinking skills in explaining the reason where the Earth’s internal heat came from c. Environmental awareness on the effect of Earth’s internal heat OVERVIEW OF THE LESSON This lesson is all about different exogenic processes including magmatism to explain the reason for the Earth’s internal heat STUDENT’S EXPERIENTAL LEARNING CHUNK 1: HEAT IN THE INTERIOR OF THE EARTH 1. Two categories of the internal heat sources of the Earth: a. Primordial heat: heat from accretion and bombardment of the Earth during the early stages of formation. If you hit a hammer on hard surface several times, the metal in the hammer will heat up (kinetic energy is transformed into heat energy). b. Radioactive heat (the heat generated by long-term radioactive decay): its main sources are the four long-lived isotopes (large half-life), namely K40, Th232, U235 and U238 that made a continuing heat source over geologic time. 2. The estimated internal temperature of the Earth a. The mantle and asthenosphere are considerably hotter than the lithosphere, and the core is much hotter than the mantle. b. Core-mantle boundary: 3,700°C c. Inner-core – outer-core boundary: 6,300°C ± 800°C d. Earth’s center: 6,400°C ± 600°C 3. Redistribution of the Earth’s heat: a. Simultaneous conduction, convection and radiation b. Convection occurs at the mantle, but not between the core and mantle, or even between the asthenosphere and lithosphere (except at sea-floor spreading zones).The only heat transfer mechanism in these transition zones is through conduction. 4. The concept of convection can be explained by comparing it to coffee preparation a. Mechanisms that occur when boiling water: i. There is a heat source at the bottom of the water. ii. The heat rises to the top from the bottom, causing the surface water to become hot. It radiates its heat into the air and then cools. iii. The cooler water sinks into the space vacated by the ascending warmer water. This cooler water starts to warm up, while the water that rises starts to cool.  20 CDLB – EARTH AND LIFE SCIENCES 2023-2024 iv. The process continues, forming a top-to-bottom circulation of water. b. Observations after pouring in the coffee (while the water is still hot): i. The top portion has a relatively lighter color, compared to the lower zone. This represents the top of a convection cell. ii. Condensing water vapor marks the top of rising columns of warm water. The dark line separating them marks the location of sinking cooler water. CHUNK 2: MAGMA FORMATION The special conditions required for the formation of magma Crust and mantle are almost entirely solid, indicating that magma only forms in special places where pre-existing solid rocks undergo melting. Melting due to decrease in pressure (decompression melting): The decrease in pressure affecting a hot mantle rock at a constant temperature permits melting forming magma. This process of hot mantle rock rising to shallower depths in the Earth occurs in mantle plumes, beneath rifts and beneath mid-ocean ridges. Melting as a result of the addition of volatiles (flux melting): When volatiles mix with hot, dry rock, the volatile decreases the rock’s melting point and they help break the chemical bonds in the rock to allow melting. Melting as a result of heat transfer from rising magma (heat transfer melting). A rising magma from the mantle brings heat with it that can melt the surrounding rocks at the shallower depths. WEEK 3 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: _____/40 Performance Check No. 2: Chocolate Mantle Convection Perform the following exploratory activity carefully. Objective: To illustrate how heat works in the mantle.  21 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Materials: Pan, Water, Chocolate/ Cocoa Powder, Stove or Candles Instructions: I. Put pan on the stove. II. Put water in the pan. Sprinkle it with chocolate powder until the top is thickly covered with dry powder. III. Turn on the stove or light on the candles IV. Let it boil for a few minutes. Observe what happens. EXPERIMENT GUIDE QUESTION a. In the "Chocolate Mantle Convection" experiment. What does the pan, water, chocolate powder, and heat source represent to the concept of mantle convection? (10 pts) _________________________________________________________________________ _________________________________________________________________________ b. What are the observable changes that occur during the Chocolate Mantle Convection experiment, and how do they relate to the movement of tectonic plates? (10 pts) _________________________________________________________________________ _________________________________________________________________________ c. How does the presence of chocolate powder in the experiment simulate the behavior of magma in the Earth's mantle? (10 pts) _________________________________________________________________________ _________________________________________________________________________ d. What will likely to happen to the tectonic plates when the convection of the mantle suddenly stops due to the absence of heat? (10 pts) _________________________________________________________________________ _________________________________________________________________________ RUA of a Student’s Learning Score: _____/10 As the time progresses, the amount of coal, oils, and natural gas continue to decrease worldwide. Different organizations and government officials seek for alternative energy resources to produce electricity. Is there a possibility or ways to convert earth’s internal heat into electricity? How are we able to utilize it? You may write a short essay, poem, slogan or draw a poster about it (10 pts) ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT 1. What causes metamorphism of rocks? 2. Which of the following can undergo metamorphism; igneous or sedimentary rocks? Why? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable)  22 CDLB – EARTH AND LIFE SCIENCES 2023-2024 PRE-REQUISITE CONTENT KNOWLEDGE: Rock Cycle PRE-REQUISITE SKILL: Ability to explain how rock transforms from one classification to another TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger RUA: At the end of the lesson, you should be able to: Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) Compare and contrast the formation of the different types of igneous rocks INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in describing the process of metamorphism b. Critical and Analytical thinking skills in classifying types of igneous rocks c. Environmental awareness on the effect of rock cycle to the environment OVERVIEW OF THE LESSON This lesson is all about different processes involving in rock cycle like metamorphism, volcanism and plutonism STUDENT’S EXPERIENTIAL LEARNING CHUNK 1: METAMORPHISM Metamorphism is the recrystallization of minerals in rocks due to a change in pressure and temperature conditions. The word "Metamorphism" comes from the Greek: meta = after, morph = form, so metamorphism means the after form. In geology this refers to the changes in mineral assemblage and texture that result from subjecting a rock to pressures and temperatures different from those under which the rock originally formed. The original rock that has undergone metamorphism is called the protolith. During metamorphism the protolith undergoes changes in texture of the rock and the mineral makeup of the rock. These changes take place mostly in the solid state and are caused by changes in physical or chemical conditions, which in turn can be caused by such things as burial, tectonic stress, heating by magma or interactions with fluids. Factors that Control Metamorphism Metamorphism occurs because rocks undergo changes in temperature and pressure and may be subjected to differential stress and hydrothermal fluids. Metamorphism occurs because some minerals are stable only under certain conditions of pressure and temperature. When pressure and temperature change, chemical reactions occur to cause the minerals in the rock to change to an assemblage that is stable at the new pressure and temperature conditions. Factors that control the mineral composition of a metamorphic rock attained temperature pressure the bulk composition of the precursor rock and the composition of fluid present during metamorphism.  23 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Metamorphic grade pertains to the temperature and/or pressure condition(s) to which a rock has been subjected during metamorphism. Image source: http://www.geologyin.com/ Fossils may be found in metamorphic rocks especially in low-grade metamorphic rocks. The fossils however are expected to be not in the original form due to the effect of the change in temperature and pressure. Textural Changes in Rocks that are Subjected to Metamorphism 1. Grain Size In general, the grain size of metamorphic rocks tends to increase with the increasing metamorphic grade. With the increasing metamorphic grade, the sheet silicates become unstable and mafic minerals like hornblende and pyroxene start to grow. At the highest grades of metamorphism all of the hydrous minerals and sheet silicates become unstable and thus there are few minerals present that would show a preferred orientation. Grain size Classification fine, medium, coarse-grained = these modifiers are useful for all metamorphic rocks except slates and phyllites, where a fine grain size is implied by the name. Grain sizes are, for fine-grained < 0.75 mm, for medium grained 0.75-1 mm, for coarsegrained 1-2 mm and very coarse-grained > 2 mm. There is a direct correlation between the grain size of metamorphic rocks and the metamorphic grade. 2. Foliation It is the pervasive planar structure that results from the nearly parallel alignment of sheet silicate minerals and/or compositional and mineralogical layering in the rock.  24 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Image source: https://www.thinglink.com/ a. Differential stress is formed when the pressure applied to a rock at depth is not equal in all directions. Effects of differential stress in the rock’s texture if present during metamorphism include Rounded grains can become flattened in the direction of the maximum compressional stress. b. Minerals that crystallize or grow in the differential stress field may develop a preferred orientation. Sheet silicates and minerals that have an elongated habit will grow with their sheets or direction of elongation orientated perpendicular to the direction of maximum stress. Non-foliated metamorphic rock is formed when heat is the main agent of metamorphism. Generally, non-foliated rocks are composed of a mosaic of roughly equidimensional and equi-granular minerals. Non-foliated metamorphic rocks are generally of two types: those made up of mainly one mineral like quartzite (from medium to high-grade metamorphism of quartz-rich sandstone) and marble (from low to high-grade metamorphism of limestone or dolostone), and those in which the different mineral grains are too small for the naked eye, such as hornfels (hornfels if the grain size is small and granulite if the grain size is large). CHUNK 2: IGNEOUS ROCKS Where (and why) do igneous rocks form? Rocks melt when the temperatures, pressures, and/or water content are sufficient to bring the rock to the melting temperature. This occurs: when rocks have been brought up from deeper in the mantle for example at a RIDGE rocks with water in them are brought from the surface down into the mantle, for example at a SUBDUCTION ZONE, or there is some "HOT SPOT" arising from deep in the mantle unrelated to a plate boundary. About 90% of all melting occurs at plate boundaries (spreading or subducting). The rest is called "intra-plate". When a partial melt forms, it rises and collects in a magma chamber. In the magma chamber, the melt continues to crystallize thus changing its chemistry. This is a process known as magmatic differentiation. As magmas cool, different minerals will crystallize out of the melt. By studying the crystallization of melts in the laboratory, this process is fairly well understood. If these minerals settle out of the melt to the floor of the magma chamber, the chemistry of the  25 CDLB – EARTH AND LIFE SCIENCES 2023-2024 remaining melt changes from a more mafic to a more felsic melt; thus, if fractional crystallization is taken to the extreme granite can be gotten from what was originally a basaltic melt. The magma chamber may erupt from time to time. If the melt does not make it to the surface, it forms an intrusive rock. Intrusive bodies can be big balloon shapes (plutons), subhorizontal slabs (sills) or sub-vertical walls (dikes). If it does make it, it becomes an extrusive rock. Extrusives can flow out over the ground (lava flows) or be blasted into the air to form ash falls and pyroclasts Types of Igneous Rocks Extrusive igneous rocks erupt onto the Intrusive igneous rocks crystallize below surface, where they cool quickly to form Earth's surface, and the slow cooling that small crystals. Some cool so quickly that occurs there allows large crystals to form. they form an amorphous glass. These Examples of intrusive igneous rocks are rocks include andesite, basalt, dacite, diorite, gabbro, granite, pegmatite, and obsidian, pumice, rhyolite, scoria, and tuff. peridotite.  26 CDLB – EARTH AND LIFE SCIENCES 2023-2024 WEEK 4 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: ___/20 Enabling Assessment Activity No. 2: Igneous Rocks Using table below, identify the name and the classification of rocks whether it is intrusive igneous rock or extrusive igneous rock based on the description provided. Name of the Classification Igneous Rocks Igneous Rock (Intrusive and Extrusive) 1. A fine-grained, igneous rocks that are usually light to dark gray in color. 2. A black or dark green in color and composed mainly of the plagioclase. 3. An igneous rock that is normally light in color and it is often porphyritic. 4. An igneous rock that forms during the final stage of a crystallization.  27 CDLB – EARTH AND LIFE SCIENCES 2023-2024 5. A dark-colored, ultramafic igneous rocks that is usually contain olivine 6. A dark-colored, fine-grained, igneous rock composed mainly of plagioclase. 7. A light-colored igneous rock composed of feldspars and quartz. 8. A coarse-grained igneous rock with a composition of granite and basalt. 9. A dark-colored igneous rock with abundant round bubble-like cavities. 10. An igneous rock that forms a natural glass by the rapid cooling of lava. RUA of a Student’s Learning Score: ___/10 Explain why there is an abundant and lush vegetation underneath or near a volcano. You may write a short essay, poem, slogan or draw a poster (10 pts) ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT What would the ocean floor look like if we drain away all the seawater? What is Continental Drift Theory? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Continental and Oceanic Crust PRE-REQUISITE SKILL: Ability to explain how rock transforms from one classification to another TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger RUA: At the end of the lesson, you should be able to: Explain how the movement of plates leads to the formation of folds and faults Describe how layers of rocks (stratified rocks) are formed  28 CDLB – EARTH AND LIFE SCIENCES 2023-2024 INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply a. Excellence in describing the process involved in plate tectonics b. Critical and analytical thinking skills analyzing different rock layers c. Environmental awareness on the effect moving tectonic plates OVERVIEW OF THE LESSON This lesson is all about plate tectonics, folding, faulting and stratification of rocks STUDENT’S EXPERIENTIAL LEARNING CHUNK 1: PLATE BOUNDARIES Theory of Plate Tectonics 1. Main principles Plate Tectonics The Earth’s outermost rigid layer (lithosphere) is broken into discrete plates each moving more or less as a unit. Driven by mantle convection, the lithospheric plates ride over the soft, ductile asthenosphere. Different types of relative motion and different types of lithospheres at plate boundaries create a distinctive set of geologic features. 2. Concept of lithospheric plate a. The lithosphere consists of the crust and the uppermost mantle. Average thickness of continental lithosphere :150 km Average thickness of old oceanic lithosphere: 100 km b. Composition of both continental and oceanic crusts affect their respective densities. c. The lithosphere floats on a soft, plastic layer called asthenosphere. d. Most plates contain both oceanic and continental crust; a few contain only oceanic crust. e. A plate is not the same as a continent. Types of Plate Boundaries: 1. Convergent boundaries: where two plates are colliding. Subduction zones occur when one or both of the tectonic plates are composed of oceanic crust. The denser plate is subducted underneath the less dense plate. The plate being forced under is eventually melted and destroyed. i. Where oceanic crust meets ocean crust Island arcs and oceanic trenches occur when both of the plates are made of oceanic crust. Zones of active seafloor spreading can also occur behind the island arc, known as back-arc basins. These are often associated with submarine volcanoes. ii. Where oceanic crust meets continental crust The denser oceanic plate is subducted, often forming a mountain range on the continent. The Andes is an example of this type of collision. iii. Where continental crust meets continental crust Both continental crusts are too light to subduct so a continent-continent collision occurs, creating especially large mountain ranges. The most spectacular example of this is the Himalayas. 2. Divergent boundaries – where two plates are moving apart.  29 CDLB – EARTH AND LIFE SCIENCES 2023-2024 The space created can also fill with new crustal material sourced from molten magma that forms below. Divergent boundaries can form within continents but will eventually open up and become ocean basins. i. On land Divergent boundaries within continents initially produce rifts, which produce rift valleys. ii. Under the sea The most active divergent plate boundaries are between oceanic plates and are often called mid-oceanic ridges. 3. Transform boundaries – where plates slide passed each other. The relative motion of the plates is horizontal. They can occur underwater or on land, and crust is neither destroyed nor created. Because of friction, the plates cannot simply glide past each other. Rather, stress builds up in both plates and when it exceeds the threshold of the rocks, the energy is released – causing earthquakes. CHUNK 2: FOLDING AND FAULTING What Happens When Rock Layers Bend? Folding happens when rock layers bend under stress. Folding causes rock layers to look bent or buckled. The bends are called folds. Most rock layers start out as horizontal layers. Therefore, when scientists see a fold, they know that deformation has happened. TYPES OF FOLDS  30 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Three of the most common types of folds are synclines, anticlines, and monoclines. In a syncline, the oldest rocks are found on the outside of the fold. Most synclines are Ushaped. In an anticline, the youngest rocks are found on the outside of the fold. Most anticlines are shaped. In a monocline, rock layers are folded so that both ends of the fold are horizontal. The figure below shows these kinds of folds. What Happens When Rock Layers Break? When rock is put under so much stress that it can no longer bend, it may break. The crack that forms when rocks break and move past each other is called a fault. The blocks of rock that are on either side of the fault are called fault blocks. When fault blocks move suddenly, they can cause earthquakes HANGING WALL AND FOOTWALL When a fault forms at an angle, one fault block is called the hanging wall and the other is called the footwall. The figure below shows the difference between the hanging wall and the footwall.  31 CDLB – EARTH AND LIFE SCIENCES 2023-2024 NORMAL FAULTS In a normal fault, the hanging wall moves down, or the footwall moves up, or both. Normal faults form when rock is under tension. Tension is stress that pulls rock apart. Therefore, normal faults are common along divergent boundaries, where Earth’s crust stretches. REVERSE FAULTS In a reverse fault, the hanging wall moves up, or the footwall moves down, or both. Reverse faults form when rock is under compression. Compression is stress that pushes rock together. Therefore, reverse faults are common at convergent boundaries, where plates collide. STRIKE-SLIP FAULTS In a strike-slip fault, the fault blocks move past each other horizontally. Strike-slip faults form when rock is under shear stress. Shear stress is stress that pushes different parts of the rock in different directions. Therefore, strike-slip faults are common along transform boundaries, where tectonic plates slide past each other.  32 CDLB – EARTH AND LIFE SCIENCES 2023-2024 WEEK 5 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: _____/20 Enabling Assessment Activity No. 3: Deformation of The Earth’s Crust Fill all the blank spaces in the table to describe the three main types of plate tectonic, its definition, corresponding fault type, and the kind of stress acted in the faults. Name of the Plate Description of the Type of Fault Type of Stress Boundary Plate Boundary Present Present (1 pt.) (2 pts.) (1 pt.) (1 pt.) 1. Explain how plate tectonic contribute to the Earth's geological processes and the creation of the seven continents from the super continent called “Pangaea” (5 pts.) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ RUA of Student’s Learning Score: _____/10 Since the Philippine archipelago belongs to the Pacific Ring of Fire or Circum-Pacific Belt, discuss the impacts of Ring of Fire in relation to seismic activities to the people, economy, and the physical environment of the country. You may write a short essay, poem, slogan or draw a poster (10 pts)  33 CDLB – EARTH AND LIFE SCIENCES 2023-2024 ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT How are layers of rocks formed? How does deposition contribute to the formation of rock layers? LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Stratification, Sedimentary deposition PRE- REQUISITE SKILL: Ability to recognize how strata is formed TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger RUA At the end of the lesson, you should be able to: Describe the different methods (relative and absolute dating) to determine the age of stratified rocks Explain how relative and absolute dating were used to determine the subdivisions of geologic time Describe how the Earth’s history can be interpreted from the geologic time scale INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply Excellence in acknowledging the difference of relative and absolute dating Critical and Analytical thinking skills determining the type of dating to be used Environmental awareness on how surface of the Earth changes thru time OVERVIEW OF THE LESSON This lesson is all about the History Of the Earth’s Surface, including the interpretation of geologic time scale, and using technologies such as absolute and relative dating in determining the age of the Earth STUDENTS’ EXPERIENTIAL LEARNING CHUNK 1: STRATIFICATION Stratification is the layering process of rocks. Rock layers are also called strata (the plural form of the Latin word stratum). Stratigraphy is the science of strata. it deals with all the characteristics of layered rocks; it includes the study of how these rocks relate to time. Most rocks are sedimentary rocks which are formed from older rocks that have been broken down by water or wind. The older rocks become sedimentary particles such as gravel, sand, and mud. These particles can also bury dead plants and animals.  34 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Gravel becomes conglomerate. Sand becomes sandstone; Mud becomes shale or mudstone. The animals or plants buried with them become fossils. As time goes by, the particles accumulate, and those that are at the bottom of the pile become rocks. These series of events form the different layers of rocks. Age of the Earth The Earth has a very long history — 4.6 billions of years of history. The age of the Earth is based from the radioactive isotopic dating of meteorites. The oldest dated rock from the Earth is only ~3.8 billion years old. Rocks and Fossils The history of the Earth is recorded in rocks but the rock record is inherently incomplete. Some of the "events" do not leave a record or are not preserved. Some of the rock record may have also been lost through the recycling of rocks (Recall the rock cycle) Preserved in rocks are the remains and traces of plants and animals that have lived and died through-out Earth's History — fossils. The fossil record provides scientists with one of the most compelling evidence for Charles Darwin's Theory of Evolution. (increasing complexity of life through time). Methods to Determine the Age of Stratified Rocks There are two methods of determining the ages of rocks: relative dating and absolute dating. 1. Relative dating is a method of arranging geological events based on the rock sequence. cannot provide actual numerical dates of rocks and only tells that one rock is older than the other but does not tell how old each of the rock is  35 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Principles of Relative Dating a) The law of superposition states that, in any sequence of layered sedimentary rocks, the top layer is younger than the bottom layer. It is important in the interpretation of the Earth's history because it indicates the relative age of the rock layers and fossils. b) The law of original horizontality states that most sediments were originally laid down horizontally. However, many layered rocks are no longer horizontal. Based on the law of original horizontality, the rocks that were tilted may be due to later events such as tilting episodes of mountain building. c) The law of lateral continuity states that rock layers extend laterally or out to the sides. These layers may cover broad surfaces. Erosion may have worn away some parts of the rock, but the layers on either side of the eroded areas still match. d) The law of cross-cutting relationship states that fault lines and igneous rocks are younger features that cut through older features of rocks. 2. Absolute dating is a method that gives an actual date of the rock or period of an event. is a method used to determine the age of rocks by measuring its radioactive decay A radioactive isotope in the rock decays into a stable daughter isotope. The decay occurs at a predictable rate, so the age of the sample could be determined. Examples a) Radiocarbon dating for organic remains could date up to 60 000 years. b) K-Ar dating and U-Pb dating for volcanic rocks could date up to five billion years. CHUNK 2: GEOLOGIC TIME SCALE The geologic time scale shows the geologic time intervals based on the geologic rock records, which describe the relationships between the events that happened throughout the Earth’s history. The sequence of events is based on the radiometric dating of igneous rocks associated with the fossil-bearing sedimentary rocks. A geologic time scale is revised as more fossil-bearing sedimentary rocks are dated. It is calibrated by integrating results from relative and absolute dating. Below is an example of how geologic time scale is calibrated.  Raw data composed of strata or layers are reviewed.  The unique succession of events in the layers is recognized based on the laws of relative dating leading to a chronological order of events.  Numerical or absolute age of the events is given using absolute dating or radiometric methods. Absolute dating provides the age for the ash layers while relative dating provides at least six strata with relative ages – first and last occurrences of the fossils and the volcanic eruption events. The Geologic Time Scale – the time line of the History of the Earth, is based from the rock record. Geologic time is subdivided into hierarchal intervals, the largest being Eon, followed by Era, Period, and Epoch, respectively. Subdivision of Geologic time is based from significant events in the Earth’s History as interpreted from the rock record. The mass extinction event which leads to the extinction of the dinosaurs occurred around 66.4 million years ago marks the boundary between the Mesozoic Era (Age of the Reptiles) and the Cenozoic Era (Age of Mammals). This mass extinction event may have been pivotal in the rise in dominance of the mammals during the Cenozoic Era.  36 CDLB – EARTH AND LIFE SCIENCES 2023-2024 DIVISIONS OF TIME INTERVAL DURATION % of Geologic GEOLOGIC TIME (in millions of (in millions of Time years) years) Cenozoic Era 66.4 - present 66.4 1.46 Mesozoic Era 245 - 66.4 178.6 3.93 Paleozoic Era 570 - 245 325 7.14 Pre- Cambrian Proterozoic 2500 - 570 1930 42.42 Archean 3800 - 2500 1300 28.57 Hadean 4550 - 3800 750 16.48 WEEK 6 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: _____/25 Enabling Assessment Activity No. 4: Geologic Time Scales Listed in the first column are different eon with respective era and period. Indicate 2 species of animals/plants living for each period. EON ERA PERIOD SPECIES 1. Quaternary 2. Cenozoic P 1. Tertiary H 2. A 1. N Cretaceous 2. E 1. R Mesozoic Jurassic 2. O Z 1. Triassic O 2. I 1. Permian C 2. Paleozoic 1. Carboniferous 2.  37 CDLB – EARTH AND LIFE SCIENCES 2023-2024 1. Devonian 2. 1. Silurian 2. 1. Ordovician 2. 1. Cambrian 2. Also known 1. as Proterozoic 2. PreCambrian Pre-Cambrian Archean 1. RUA of Student’s Learning Score: _____/5 Explain the importance of the geologic time scale in understanding Earth's history and the significance of fossil discoveries in reconstructing past environments and life forms. You may write a short essay, poem, slogan or draw a poster (5 pts) ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT How safe is the Philippines from Natural Hazards? Why is the Philippines prone to earthquakes and volcanic eruptions? (SEISMIC) AND MASS MOVEMENT LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Natural Geologic Hazards PRE-REQUISITE SKILL: Ability to distinguish effects of different geologic hazards TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger (Chard Pascua or Levin Salud) or thru email ([email protected]) ([email protected]) RUA: At the end of the lesson, you should be able to: Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides Identify human activities that speed up or trigger landslides INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking  38 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Students will be able to apply Excellence in acknowledging the different effect of geologic hazards Critical and Analytical thinking skills using hazard map Environmental awareness on the effect of human activities that triggers different hazards OVERVIEW OF THE LESSON This lesson is all about the Geologic hazards like earthquake, volcanic eruption and landslides, as well as the possible effect of these hazards STUDENT’S EXPERIENTIAL LEARNING CHUNK 1: NATURAL HAZARDS Natural hazards are those resulting from an adverse interaction between a natural process and human society or its man-made environment. Natural hazards that may be faced by a community are dictated largely by the climate, geography, geology, and land use practices of that community. Natural hazards are further defined by the following categories: 1. Tectonic (Seismic) Hazards – These hazards are associated with the movement of the Earth's tectonic plates. They include: o earthquakes, o volcanoes, and o tsunamis. 2. Mass-Movement Hazards – These are hazards associated with rapid gravity-induced downward debris movements, or by the non-seismic expansion or subsidence of the Earth. Mass-movement hazards include: o debris movements such as landslides, rock falls, debris flows, and avalanches, o land subsidence such as sinkholes, and o soil expansion. 3. Hydrologic Hazards – These hazards are characterized by a severe excess or lack of water, including: o floods, o drought, o desertification, o coastal erosion, and o soil erosion. 4. Meteorological Hazards – These are hazards related to atmospheric patterns or conditions and are generally caused by weather factors such as precipitation, temperature, wind speed, and humidity. Meteorological hazards include: o tropical cyclones such as hurricanes, typhoons, and cyclones, o monsoons, o tornadoes, o waterspouts, o ice storms, o severe winter storms, o hailstorms, o frost, o extreme cold or heat, o windstorms, o sandstorms, o wildfires, o thunderstorms, o fog, o El Niño / La Niña, and o climate change.  39 CDLB – EARTH AND LIFE SCIENCES 2023-2024 5. Biological / Health-Related Hazards – These are hazards that cause or are related to disease of plants, animals, and humans. Biological hazards include: o human, animal (livestock), and plant (agricultural) epidemics, and o other unique natural hazards that do not fit neatly into a single category, such as meteors, poisoning, and salination. CHUNK 2: GEOLOGIC HAZARDS Earthquake An earthquake is a shaking of the ground caused by sudden slippage of rock masses below or at the surface of the earth. It is a wavelike movement of the earth’s surface. An earthquake may be classified as either tectonic or volcanic. In certain cases, earthquakes can result from man-made activities such as detonation of explosives, deep mining activities, etc. However, these earthquakes are mild and may be felt only as tremors. Magnitude measures the energy released Intensity measures the strength of shaking at the source of the earthquake. produced by the earthquake at a certain Magnitude is determined from location. Intensity is determined from measurements on seismographs. Uses effects on people, human structures, and Ritcher Magnitude Scale the natural environment Uses Modified Mercalli Intensity Scale A very severe earthquake is usually associated with shocks called foreshocks and aftershocks.  Foreshocks are a series of tremors that occur before the main earthquake.  Aftershocks are weaker earthquakes follow the main shocks and can cause further that damage to weakened buildings. Since 1968, PHIVOLCS has recorded twelve destructive earthquakes in the Philippines. This record includes the infamous July 16,1990 Luzon earthquake which caused innumerable injuries and at least 1,100 deaths. Seismicity (geographic and historical distribution of earthquake events) is all over the country except in the Palawan region. The top ten provinces that are at risk to earthquakes are: 1. Surigao Del Sur 2. La Union 3. Benguet 4. Pangasinan 5. Pampanga 6. Tarlac 7. Ifugao 8. Davao Oriental 9. Nueva Vizcaya 10. Nueva Ecija 1990 Luzon Earthquake IMAGE Wikimedia Commons Tsunamis are giant sea waves generated by earthquakes and volcanic eruptions under the seabed. Not all submarine earthquakes, however, cause tsunamis. Tsunamis can only occur when the earthquake is strong enough (M7.0+) to displace the seabed, creating pressures in the water above it.  40 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Other sources of tsunamis include submarine or coastal landslides, pyroclastic flow and large volume debris avalanches from oceanic and partly submerged volcanoes, and caldera collapse. Although tsunamis may be triggered in various ways, their effects on the coastal areas are similar. The large waves of a tsunami are preceded by initial lowering of the water level even beyond the lowest tidal levels. This phenomenon resembles the low tides which may have led to tsunamis being falsely called “tidal waves”. Tsunamis generated in distant locations will generally give people enough time to move to higher ground. For locally-generated tsunamis, where you might feel the ground shake, you may only have a few minutes to move to higher ground. Most of the coastal areas have experienced a tsunami or have a tsunami hazard potential. The top ten provinces that are at risk to tsunamis are: 1. Sulu 2. Tawi-tawi 3. Basilan 4. Batanes 5. Guimaras 6. Romblons 7. Siquijor 8. Surigao del Norte 9. Camiguin 10. Masbate Image source: https://www.thequint.com Volcanic Eruption a process wherein volcanic materials such as molten or hot fragmented rocks or gaseous materials are ejected from a volcano Hazards from volcanoes may be of different nature. These hazards include flowing of fast-moving molten rocks and other ejecta. The ejected fragments range in size from fine dust (volcanic ash) to large boulders (volcanic bombs or blocks). Besides liquid and solid materials, volcanoes give off poisonous gases, sometimes in superheated gas jets. Other hazards associated with volcanic eruption are earthquakes, fissuring caused by the force of upward-moving magma, tsunami and water displacement, subsidence due to retreat or withdrawal of magma, landslides due to too much bulging on one side of the volcano or those triggered by earthquakes or rainfall. The Philippines lies within the Ring of Fire, a region of subduction zone volcanism surrounding the Pacific Ocean. This explains the distribution of most volcanoes in the Philippines. In 1991, Mt. Pinatubo eruption was well known to be the most violent eruption in the 20th century. Philippine Volcanoes are classified as Active, Inactive and Potentially active. Twenty-two (22) historically active volcanoes are distributed all over the archipelago. Since volcanoes are not present in some provinces, these particular areas have no risk to volcanic eruptions.  41 CDLB – EARTH AND LIFE SCIENCES 2023-2024 The top ten provinces at risk are: 1. Camiguin 2. Sulu 3. Biliran 4. Albay 5. Bataan 6. Sorsogon 7. South Cotabato 8. Laguna 9. Camarines Sur 10. Batanes Taal Volcano Eruption 2020 https://electroverse.net/ Landslide A landslide is a massive outward and downward movement of slope-forming materials. The term landslide is restricted to movements of rocks and soil masses. These masses may range in size up to entire mountainsides. Their movements may vary in velocity. A landslide is initiated when a section of a hill slope or sloping section of a sea bed is rendered too weak to support its own weight. This is generally triggered by other natural hazards such as prolonged, heavy rainfall or by other sources of water which increase the water content of the slope materials. Landslide as a geological hazard is caused by earthquake or volcanic eruption. Susceptibility of hill slope to landslide is developed as a result of denudation of mountainsides which removes the trees or ground cover that holds the soil, or alteration of the surface of the ground like grading for roads or building constructions. Most of the provinces, except Palawan, are susceptible to landslide hazards. The top ten provinces that are at risk to earthquake-induced shallow landslides are: 1. Ifugao 2. Lanao Del Sur 3. Sarangani 4. Benguet 5. Mountain Province 6. Bukidnon 7. Aurora 8. Davao del Sur 9. Davao Oriental 10. Rizal 1999 Cherry Hill Landslide FILE PHOTO BY ROMEO GACAD/AFP  42 CDLB – EARTH AND LIFE SCIENCES 2023-2024 WEEK 7 ANSWER SHEET (Please submit only the answers. Do not return the entire module.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT Score: _____/30 Performance Check No. 3: Seismic and Volcanic Hazard Preparedness An earthquake can happen anytime and anywhere. It is important that every building has their own emergency evacuation plan in case of the occurrences of an earthquake. Your task for this lesson is to create an emergency evacuation plan of the school. Objective: To develop an understanding of emergency preparedness and create an effective evacuation plan for your school. Materials: Paper or poster board Markers, colored pencils, or crayons Ruler Notes: 1. You may observe or tour the entire school premises, during your free time to visualize every corner and facilities that the school have. DO NOT ENTER FACILITIES UNLESS AUTHORIZED. 2. The output should be a scaled-down representation of the school layout on the paper or poster board. It should include important features such as classrooms, hallways, exits, stairwells, and other relevant locations. 3. Also consider obstacles like locked doors, blocked hallways, or damaged areas that may impede evacuation routes, designated meeting points outside the school, the location of fire extinguishers, first aid kits, or emergency equipment.  43 CDLB – EARTH AND LIFE SCIENCES 2023-2024 RUA of Student’s Learning Score: _____/20 Understanding how to respond to any hazard is one way to safety. Accomplish the activity below by writing what are the action that you should do BEFORE, DURING, AND AFTER a volcanic eruption. You may write a short essay, poem, slogan or draw a poster HAZARD WHAT ACTIONS SHOULD YOU DO? BEFORE DURING AFTER Volcanic Eruption ___________________________________________________________________ SIGNATURE OVER PRINTED NAME OF PARENT/GUARDIAN DATE: _____________________ PRE-REQUISITE ASSESSMENT 1. Why is the Philippines prone to strong typhoons? 2. Which province is more prone to typhoons and why? TYPHOONS LEARNING MATERIALS: Module, pen, paper, old earth science books, internet (if applicable) PRE-REQUISITE CONTENT KNOWLEDGE: Natural Hydrometeorological Hazards PRE- REQUISITE SKILL: Ability to distinguish effects of different hydrometeorological hazards TIME ALLOTMENT: 4 HRS CONSULTATION: For inquiries and clarifications regarding the lesson, you may contact your teacher thru his FB Messenger RUA: At the end of the lesson, you should be able to: Using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion Cite ways to prevent or mitigate the impact of land development, waste disposal and construction of structures on control coastal processes INSTITUTIONAL VALUES: Environmental Awareness, Excellence, Critical and Analytical Thinking Students will be able to apply Excellence in acknowledging the different effect of hydrometeorological hazards Critical and Analytical thinking skills using hazard map  44 CDLB – EARTH AND LIFE SCIENCES 2023-2024 Environmental awareness on the effect of human activities that triggers different hazards OVERVIEW OF THE LESSON This lesson is all about the hydrometerological hazards like typhoon, tornado, flood, storm surge and coastal processes as well as some possible effects of these hazards to society STUDENT’S EXPERIENTIAL LEARNING CHUNK 1: HYDROMETEOROLOGICAL HAZARDS Cyclone A cyclone is an intense low-pressure system which is characterized by strong spiral winds towards the center, called the “Eye” in a counter- clockwise flow in the northern hemisphere. Hazards due to tropical cyclones are strong winds with heavy rainfall that can cause widespread flooding/flashfloods, storm surges, landslides and mudflows. Classification o Tropical Depression – maximum winds from 35 kph to 63 kph o Tropical Storm – maximum winds from 64 kph to 118 kph o Typhoons – maximum winds exceeding 118 kph Typhoon A typhoon is a large, powerful and violent tropical cyclone. It is a low-pressure area rotating counterclockwise and containing rising warm air that forms over warm water in the Western Pacific Ocean. Less powerful tropical cyclones are called Tropical Depressions and Tropical Storms. A typhoon is called a hurricane in the Atlantic Ocean, a cyclone in the Indian Ocean and wily-wily in Australia. Typhoons can inflict terrible damage due to thunderstorms, violent winds, torrential rain, floods, landslides, large and very big waves associated with storm surges. Hurricane-force winds can reach out as little as 40 km from the center of a small hurricane and as far as 240 km in a large hurricane. Tropical storm-force winds can extend as far as 480 km from the center of a large hurricane. These are very dangerous storms. The Modified Public Storm Warning Signals (PSWS) in the Philippines  PSWS 1 Winds of 30-60 kph may be expected in at least 36 hours or intermittent rains may be expected within 36 hours. (When the tropical cyclone develops very close to the locality, a shorter lead of time of the occurrence of the winds will be specified in the warning bulletin)  PSWS 2 Winds of greater than 60 kph and up to 120 kph may be expected in at least 24 hours.  PSWS 3 Winds greater than 120 kph up to 170 kph may be expected in at least 18 hours.  PSWS 4 Very strong winds greater than 170 kph up to 220 kph may be expected in at least 12 hours.  PSWS 5 Very strong winds of mo